Abstract
Relevance and prospective studies are considered totally necessary in
the design processes of university careers and postgraduate programs, which
must take into account theoretical and contextual references on the area of
knowledge for which the proposal is made. The objective of this work is to
present the relevance assessment carried out for the Master's degree in
Inclusive Education of the National University of Education of Ecuador, at first
the analysis of the regulations that supported the proposal and in a second
moment a contextual analysis, to the one that selected a sample that
responded to the criterion of identifying the knowledge that professionals had
about inclusive education, information about the need for professional
improvement in this field of knowledge, the expectations of greater employment
opportunities and professional development from the master's degree, this
information was collected through surveys and discussion groups, which
allowed to identify the demands of the teaching staff, the desired curricular
design, the competences that should be formed with the instrumentation of the
master's program and the profile of the graduates of said program.
Keywords: teacher education; special education teachers; educational
relevance.
How to cite this article:
Herrera, J., Guevara, G., & Urías, G. (2020). Relevance studies from contextual references:
Experience from a master’s degree in Inclusive Education. Revista Scientific, 5(15), 168-190, e-
ISSN: 2542-2987. Recovered from: https://doi.org/10.29394/Scientific.issn.2542-2987.2020.5.15.8.168-
190
Date Received:
08-10-2019
Date Acceptance:
12-12-2019
169
Date Publication:
05-02-2020
Arbitrado
Relevance studies from contextual references: Experience from a
master's degree in Inclusive Education