Inclusive teaching practices in baccalaureate: narrative experiences through photovoice

Abstract

The aim of this study was to describe and analyze the experience of teachers when developing a Virtual Learning Environment (VLE) based on Universal Design for Learning (UDL), in order to identify elements of teacher presence and inclusive practices. A qualitative research approach was used, allowing for the exploration of the classroom environment from a situated perspective within a high school of the Baja California Sur State Board of Education in Mexico. The methodological approach included PhotoVoice and semi-structured interviews, with emerging categories analyzed using an interpretivist approach. The main findings indicate the emergence of a deconstructive pedagogical process among teachers regarding the use of technology in the classroom, creating opportunities for them to continue their role as facilitators in the teaching and learning process. The need to establish a continuous professional development program for designing, implementing, and evaluating virtual learning environments was identified. In conclusion, the study captured teachers' perceptions of inclusive practices, which allowed for an understanding of their resistance, uncertainties, and challenges, as well as highlighting their emotional, cognitive, and pedagogical experiences to establish pathways for improvement in the classroom. This research constitutes a significant academic contribution to the field of educational inclusion mediated by digital technologies.