Profile of the Motivated Teacher: Empirical study with teachers who work with studentswho have identified disabilities

Abstract

Teachers who educate students with disabilities in regular classrooms participate in the development of society in a transcendent way every day since they assist these students in reaching an integral development. The present research work focused on the profile of a teacher who is motivated to work educating students with disabilities in a diverse classroom. It is a qualitative study, supported by Grounded Theory, for the process of information gathering and data analysis. The data were collected from a semi-structured interview protocol, which was applied to each of the ten key informants and participants of the study. The findings obtained are situated around the category "Profile of the motivated teacher." The inductive process led to the conclusion that a motivated teacher shows a general profile that includes both personal and professional characteristics, in which personal qualities and humanism play a central role, as well as characteristics that reflect teaching commitment, collaborative work, an inclusive teaching practice per se, and, of course, ethical commitment.