Un proceso de transformación escolar desde una perspectiva inclusivael profesorado como factor clave

Abstract

This doctoral thesis builds upon the data observed in a Spanish infant and primary public school along the schoolyears 2014-2019. Through a project oriented to implement the methodology of cooperative learning from an inclusive development perspective in classrooms, our research offers valuable information regarding key successful elements for such an implementation. Through participant observation, in-depth interviews and questionnaires presented to students and key members of the transformation process, our results show key factors that allow to better understand school improvement processes from the perspective of inclusive education.