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Formación del Profesorado a Través de Identidades Profesionales: Mejora de la Conciencia sobre el Autismo
Mahmut Serkan Yazıcı1, İsmail Karsantık2
1Department of Special Education, Faculty of Education, Recep Tayyip Erdogan University, Rize, Türkiye. mserkan.yazici@erdogan.edu.tr.
Journal of autism and developmental disorders
|February 24, 2026
Resumen
Este estudio encontró que la identidad profesional influye significativamente en la conciencia sobre el autismo y en las estrategias efectivas de formación del profesorado. La adaptación de la formación a las identidades profesionales, con el apoyo de redes sociales y ONG, mejora la educación sobre el autismo para estudiantes con trastorno del espectro autista (TEA).
Área de la Ciencia:
- Educación
- Psicología
- Educación Especial
Sus antecedentes:
- La conciencia sobre el autismo es crucial para una educación inclusiva efectiva.
- Los programas de formación del profesorado requieren mejoras para abordar las diversas identidades profesionales y las necesidades de conciencia sobre el autismo.
- Comprender la interacción entre la identidad profesional y la conciencia sobre el autismo es vital para mejorar los resultados educativos de los estudiantes con trastorno del espectro autista (TEA).
Objetivo del estudio:
- Investigar la relación entre las identidades profesionales y la conciencia sobre el autismo entre los educadores.
- Explorar cómo se puede optimizar la formación del profesorado considerando las identidades profesionales individuales y los niveles de conciencia sobre el autismo.
- Identificar estrategias efectivas para mejorar la formación del profesorado en relación con el trastorno del espectro autista (TEA).
Principales métodos:
- Enfoque cuantitativo utilizando la Escala de Conciencia sobre el Autismo con 745 participantes.
- El análisis de datos incluyó comparaciones de grupos, modelado de ecuaciones estructurales, análisis de superficie de respuesta y aprendizaje automático.
- Se evaluaron los niveles de conciencia sobre el autismo, las fuentes de información y la competencia percibida en la educación de estudiantes con TEA.
Principales resultados:
- La identidad profesional impacta significativamente la conciencia sobre el autismo y la competencia educativa.
- La conciencia sobre el autismo aumentó con la educación universitaria complementada con redes sociales y ONG.
- La formación del profesorado en ejercicio asociada con ONG resultó ser la más efectiva para los docentes en ejercicio.
Conclusiones:
- Se propone un marco para los programas de formación del profesorado, enfatizando las identidades profesionales para mejorar la conciencia sobre el autismo.
- Adaptar la formación del profesorado a factores profesionales como la presión, la pertenencia y el contexto cultural mejora la efectividad.
- La integración de diversas identidades profesionales en la formación del profesorado es clave para fomentar una conciencia integral sobre el autismo y prácticas inclusivas.
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