María del Rosario Sáenz Flores, Manuel Campos Flores, Daniel Aquilino Bustamante Vallejos, Victor Manuel Arias Saavedra, Jesús Martín Casas Montenegro, Roxita Nohely Briceño Hernández
DOI: 10.59427/rcli/2024/v24cs.996-1003
Achieving inclusive education is a great challenge for all countries in the world, as is the case of Peru, due to the lack of competencies in teachers to provide inclusive education. The purpose of this study was to know the teacher’s competencies to provide inclusive education, which is why articles indexed in journals such as Scopus, Scielo or Web of Science and Google Scholar have been reviewed, distinguishing the most relevant competencies. It is concluded that the inclusive teacher must possess the following: emotional competence (self-control, stability, stress management, tolerance and resistance), socio-affective-communicative competence(ability to express ideas clearly, empathy, listening skills, negotiation, persistence, proactivity, positive attitude, interactive communication), leadership competence(directing and guiding people without taking into account their particularities, planning and organization, teamwork, cultural sensitivity, ethical competence (acting with morality, integrity, transmitting values, respect for student diversity, confidentiality and equality), pedagogical-didactic competence (techno-pedagogical strategist, innovative, creative, enterprising, knows how to integrate knowledge, know-how and know how to be in the teaching-learning process), digital-language competence (possession of inclusive virtual tools, language skills), cognitive competences (student’s metacognition regardless of his or her characteristics).
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