Generic Competency for the Acknowledgement and Appreciation for Human Diversity: Evaluation of Professors’ Initial Training

Carla Leticia Paz-Delgado, Lorenzo Eusebio Estrada-Escoto


Currently, teaching takes place in highly diverse social, educational and cultural environments. Understanding and accepting this fact has allowed that pre-service and in-service teaching training be taught as education for diversity. It is in this sense that the Universidad Pedagógica Nacional Francisco Morazán (UPNFM, Pedagogical University Francisco Morazán) has, in a recent curricular reform, included a generic and transverse competency to contribute to the training of the University faculty, so that they can appreciate and understand diversity as an enriching asset of the educational process. The main objective of this research is to identify the level of development of this competency to propose a strategy to visualize inclusive education as transverse knowledge. This project was developed from the perspective of research for improvement and decision making, using a mixed methodology and collecting data through the analysis of documents, in-depth interviews, and a questionnaire. The participants in the study were 225 students, who were in their professional internship II, and eight professors from the General Ed courses.

The results showed that UPNFM, in its curricular offer, has achieved great improvements as for the training of their faculty members regarding attention to diversity by incorporating in its curriculum a competency linked to an inclusive education. However, both members of the faculty and students pointed out that they did not have the skills to apply teaching strategies suitable to deal with diversity. Therefore, it is necessary to strengthen the process of curricular implementation through ongoing training of university professors.


Generic competencies; initial training of teachers; diversity; inclusion.


Aguilar, L. (2007). Documento base reforma curricular Universidad Pedagógica Nacional Francisco Morazán. Tegucigalpa: UPNFM.

Ainscow, M. (2001). Desarrollo de escuelas inclusivas: Ideas, propuestas y experiencias para mejorar las instituciones escolares. Madrid: Narcea Ediciones.

Aksamit, D. L. (1990). Practicing teachers' perceptions of their preservice preparation for mainstreaming. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 13(1), 21-29. doi:

Artiles, A. J. (1998). The dilemma of difference. Enriching the disproportionality discourse with theory and context. The Journal of Special Education, 32(1), 32-36. doi:

Ball, A. F., y Tyson, C. A. (Eds.). (2011). Studying diversity in teacher education. Maryland: AERA.

Bisquerra, R. (2004). Metodología de la investigación educativa. Madrid: La Muralla

Blanton, L. P., Griffin, C. C., Winn, J. A. y Pugach, M. C. (1996). Teacher education in transition collaborative programs to prepare general and special educators. Denver: Love.

Calvo, G. (2013). La formación de docentes para la inclusión educativa. Páginas de Educación, 6(1), 1-22. Recuperado de

Cardona, M. C. (2006). Diversidad y educación inclusiva: Enfoques metodológicos y estrategias para una enseñanza colaborativa. Madrid: Pearson.

Carroll, A., Forlin, C., & Jobling, A. (2003). The impact of teacher training in special education on the attitudes of Australian preservice general educators towards people with disabilities. Teacher Education Quarterly, 30(3), 65-79. Recuperado de

Centre for Educational Research and Innovation (CERI). (2010). Educating teachers for diversity: Meeting the challenge. París: OECD. doi: 10.1787/ 20769679

Cook, B. G. (2002). Inclusive attitudes, strengths, and weaknesses of pre-service general educators enrolled in a curriculum infusion teacher preparation program. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 25(3), 262-277. doi: ttps://

Day, C. (2006). Pasión por enseñar: La identidad personal y profesional del docente y sus valores. Madrid: Narcea Ediciones.

De Valle, A. y Vega, V. (2006). Una escuela en y para la diversidad: El entramado de la diversidad. Buenos Aires: Aique Editores.

Duck, C. (Ed.). (2003). Educar en la diversidad: Material de formación docente. Santiago de Chile: UNESCO.

European Agency for Development in Special Needs Education. (EADSNE). (2011). Formación del profesorado para la educación inclusiva en Europa: Retos y oportunidades. Odense, Dinamarca: Autor. Recuperado de

European Commission. (2017). Preparing teachers for diversity: The role of initial teacher education. Brussels: Publications Office of the European Union. Recuperado de

García, C. (2005). Educación y diversidad. Málaga: Aljibe.

Gultig, J. (1999). Rethinking the role of theory and practice in South African teacher education. Perspectives in Education, 18(1), 55-80.

Kelchtermans, G. (1993). Getting the story, understanding the lives: From career stories to teacher’s professional development. Teaching ad Teacher Education, 9(5-6), 443-456. doi:

Luque, A. y Delgado, C. M. (2002). Diversidad humana y educación: Intervenciones para optimizar el desarrollo psicológico. Intervención Psicosocial, 11(2), 143-165. Recuperado de

Moriña, A. (2008). La escuela de la diversidad: Materiales de formación para el profesorado. Madrid: Editorial Sintesis.

Messiou, K., Ainscow, M., Echeita, G., Goldrick, S., Hope, M., Paes, I., … Vitorino, T. (2016). Learning from differences: A strategy for teacher development in respect to student diversity. School Effectiveness and School Improvement, 27(1), 45-61. doi:

Paz, C. L. (2006). Diagnóstico y propuesta para el desarrollo de competencias docentes para la atención a estudiantes con discapacidad a nivel universitario (Tesis de maestría). Universidad Pedagógica Nacional Francisco Morazán. Tegucigalpa, Honduras. Recuperado de

Paz, C. L. (2014). Competencias docentes para la atención a la diversidad: Investigación acción en la Universidad Pedagógica Nacional Francisco Morazán de Honduras (Tesis de doctorado). Universidad de Alicante, España.

Ragoonaden, K. O., Sivia, A., & Baxan, V. (2015). Teaching for diversity in teacher education: Transformative frameworks. The Canadian Journal for the Scholarship of Teaching and Learning, 6(3), 1-18. doi:

Sánchez, A. (2008). Competencias transversales: Una mirada actual. Revista CoLearn, 1(1), 8-10. Recuperado de:

Schmelkes, S. (2013). Educación para un México intercultural. Sinéctica, 40, 1-12. Recuperado de

Thomas, G. y Loxley, A. (2007). Deconstructing special education and constructing inclusion. Buckingham: McGraw-Hill International.

Unesco. (1990). Declaración mundial sobre educación para todos y marco de acción para satisfacer las necesidades básicas de aprendizaje. Jomtiem, Tailandia: Autor. Recuperado de

Unesco. (1994). Declaración de Salamanca y marco de acción para las necesidades educativas especiales. Salamanca: Autor. Recuperado de

Universidad Pedagógica Nacional Francisco Morazán (UPNFM). (1994). Planes de estudio de pregrado. Tegucigalpa, Honduras: Autor.

Universidad Pedagógica Nacional Francisco Morazán (UPNFM). (2008). Planes de estudio de pregrado. Tegucigalpa, Honduras: Autor.

Van Laarhoven, T. R., Munk, D. D., Lynch, K., Bosma, J., & Rouse, J. (2007). A model for preparing special and general education preservice teachers for inclusive education. Journal of Teacher Education, 58(5), 440-455. doi:

Wang, M. C. (1999). Atención a la diversidad del alumnado (3a ed.). Madrid: Narcea Ediciones.


Educare Electronic Journal. Edited and published by CIDE, Universidad Nacional, Costa Rica. e-ISSN: 1409-4258 Email: Phone: (506) 2277-3372  (506) 8913-6810

Web Managers Área UNAWEB - CGT - DTIC - Universidad Nacional Adapted from Open Journal System 

Revista Electrónica Educare.   ISSN Electrónico: 1409-4258.

Sitio Web desarrollado por Área UNAWEB

Adaptación de Open Journal System