Professionalization of the teacher for the socio-educational inclusion of students with affective behavioral disorder

Profesionalización del docente para la inclusión socioeducativa de educandos con trastornos afectivo-conductuales

Abstract

The third improvement of the Cuban educational system requires an intensive, deep and individualized professionalization from the cognitive-affective-motivational perspective of the teacher, where the new educational approach for socio-educational inclusion must be taken into account as a fundamental premise in this process. Precisely this article aims to characterize the current state of teacher professionalization for the socio-educational inclusion of students with affective-behavioral disorders. The results were obtained from the application of instruments that, under the materialist dialectical approach, respond to research methods at the theoretical, empirical and mathematical level, which were used in the perceptual exploration of managers and teachers on the topic. It was evident with its application that professionalization is affected with significant quantitative, qualitative and statistical differences. These results represent the starting point for the development of a scientific product that can contribute to the transformation of the current state of teacher professionalization for the socio-educational inclusion of students with affective-behavioral disorders.