Training of professional teaching skills for the intervention of children with attention deficit disorder: challenges of the teacher in contemporary inclusive education.

Abstract

The objective of this review article is to analyze the theoretical assumptions of professional teacher training from the perspective of didactic competencies, using the heuristic and ethnographic method as a reference through the interpretation, analysis and synthesis of the documentary review. A theoretical approach of the teacher's professional training was carried out, in which the relationship between the pedagogical and didactic elements that must be handled to achieve an inclusive education was established, in this sense, the role of the teacher in the interaction with the student and his role as
mediator and guide of the teaching-learning process (PEA,Likewise, active methodologies are analyzed and how to plan the different non personal components of the PEA, so that the methods maintain the concentration of children with attention deficit disorders. It is concluded that there is still a need for a professional teacher training process that favors didactic competences to achieve an inclusive education and that this is still one of the main challenges in contemporary education