Analysing preservice teachers' enactment of the UDL framework to support diverse students in a remote teaching context

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dc.catalogadorcrc
dc.contributor.authorBarahona, Malba
dc.contributor.authorReyes, José
dc.contributor.authorGallegos, Francisca
dc.contributor.authorDavid, Viviana
dc.contributor.authorIbaceta-Quijanes, Ximena
dc.contributor.authorDarwin, Stephen
dc.date.accessioned2023-04-03T17:28:58Z
dc.date.available2023-04-03T17:28:58Z
dc.date.issued2023
dc.date.updated2023-04-01T13:21:39Z
dc.description.abstractInternationally, the investigation of inclusive education in foreign language teaching and foreign language teacher education is a relatively new phenomenon. Part of this imperative has been the pressing need to research how teachers perceive inclusion and learn to support a diverse range of students. Responding to this challenge, this paper reports on the results of a case study that investigated the perceptions and attitudes toward inclusion of a group of Chilean preservice teachers of English (n = 6) enacting the Universal Design for Learning (UDL) in ELT. The study drew on qualitative data generate through interviews, focus group discussion and an artefact analysis, and was conducted within a remote teaching context due to COVID pandemic during 2020 and 2021. The outcomes suggested that preservice teachers conceptualised inclusion as ‘not-segregation’, expressing positive attitudes toward diversity and a commitment to principles of inclusion in their teaching. The enactment of UDL allowed participants to diversify the representation of contents and making language more comprehensible. However, participants also experienced frustration and anxiety as they felt their practices were sometimes ineffective. The findings also made visible the complex challenges and struggles preservice teachers confront as they attempt to teach inclusively, particularly in remote learning environments.
dc.description.funderANID/ FONDECYT 1210867
dc.fuente.origenSIPA
dc.identifier.citationBarahona, M., David, V., Gallegos, F., Reyes, J., Ibaceta-Quijanes, X., & Darwin, S. (2023). Analysing preservice teachers’ enactment of the UDL framework to support diverse students in a remote teaching context. System, 114, 103027. https://doi.org/10.1016/j.system.2023.103027
dc.identifier.doi10.1016/j.system.2023.103027
dc.identifier.urihttps://doi.org/10.1016/j.system.2023.103027
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/66713
dc.information.autorucFacultad de educación ; Barahona, Malba ; 0000-0003-4587-5794 ; 1139416
dc.issue.numero103027
dc.language.isoen
dc.nota.accesoContenido parcial
dc.revistaSystem
dc.rightsacceso restringido
dc.subjectUDL
dc.subjectteacher education
dc.subjectEnglish
dc.subjectELT
dc.subjectpreservice teacher
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleAnalysing preservice teachers' enactment of the UDL framework to support diverse students in a remote teaching context
dc.typeartículo
dc.volumen114
sipa.codpersvinculados1139416
sipa.indexWOS-ISI
sipa.indexScopus
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