Reimagining the Teaching Profession with Faculty Members Who Promote Inclusion

Recommendations for Action

Authors

DOI:

https://doi.org/10.62701/revedu.v13.5444

Keywords:

Recommendations, Higher Education, Faculty member, Inclusive pedagogy, Inclusive education, Qualitative research, Spain

Abstract

This article explores the practical recommendations that 25 faculty members from the University of Seville who develop an inclusive pedagogy provide for other professionals to become inclusive. It is a multi-case study that is developed through a semi-structured interview script with open-ended questions. The data were analysed using an inductive category and coding system. The results revealed five recommendations: 1) recognise diversity as an opportunity, 2) have a deep moral and ethical commitment, 3) create a safe, stimulating, democratic and mutually supportive learning environment, 4) train, research and innovate without limits by being self-taught and in cooperation, and 5) reflect endlessly on one's teaching roleand practice. In conclusion, being an inclusive faculty member is a complex task, but it can be achieved through a strong ethical, reflective andprofessional self-commitment

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Published

02-06-2025

How to Cite

Orozco , I., & Cotán Fernández, A. (2025). Reimagining the Teaching Profession with Faculty Members Who Promote Inclusion: Recommendations for Action. EDU REVIEW. International Education and Learning Review Revista Internacional De Educación Y Aprendizaje, 13(1), 43–56. https://doi.org/10.62701/revedu.v13.5444

Issue

Vol. 13 No. 1 (2025)

Section

Research articles

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