Juana Soriano Bozalongo

Teaching Practices and Teachers' Perceptions of Group Creative Practices in Inclusive Rural Schools.

The central purpose of this paper is to highlight the research in a context where inclusive education is recognised within current global challenges in education. We aim to present different teaching practices and perceptions of teachers from rural schools regarding attention to diversity, before and during a collaborative action that reinforces and develops creative teaching practices. Participant observation, informal conversations and video-recording are the methods that we used. The data show the adoption of relevant group creative teaching practices and the development of inclusive thought. These aspects seem to promote the access to the curriculum of all children. The collaborative work is interpreted as encouraging the professional development. The study is of interest as it shows how the knowledge of creative teaching practices from a collaborative work can be systematised. This paper considers implications for founding research that contributes to the comprehension and development of educational contexts of diversity.

Family involvement in creative teaching practices for all in small rural schools

Parental involvement is interpreted as a key form of support that can contribute to the establishment of inclusive practices in schools, but this can be difficult in sparsely populated areas. Using ethnographic methods of participant observation, informal conversations and document analysis, this article therefore focuses on family involvement practices in two small rural schools in Aragón (Spain) that carry out creative teaching practices as a way to encourage parental participation. Our data show that teachers promote parental involvement using strategies such as acceptance, expression and communication in school. These strategies seem to be negotiated in each situation based on the values prioritised by the teachers as a result of their interaction within the context they find themselves in. Factors such as family mobility, dispersion of homes and sociocultural status appear to condition these strategies.Parental involvement is interpreted as a key form of support that can contribute to the establishment of inclusive practices in schools, but this can be difficult in sparsely populated areas. Using ethnographic methods of participant observation, informal conversations and document analysis, this article therefore focuses on family involvement practices in two small rural schools in Aragon (Spain) that carry out creative teaching practices as a way to encourage parental participation. Our data show that teachers promote parental involvement using strategies such as acceptance, expression and communication in school. These strategies seem to be negotiated in each situation based on the values prioritised by the teachers as a result of their interaction within the context they find themselves in. Factors such as family mobility, dispersion of homes and sociocultural status appear to condition these strategies.