In-Service teacher training in UDL and action research for the development of reading competence in early Childhood and Primary Education

Authors

DOI:

https://doi.org/10.55777/rea.v18i36.8025

Keywords:

education for all, equal educational opportunities, Dialogic Literary Circles, Reading in Pairs, Reading Mentorship

Abstract

The aim is to describe a training process in-service teacher training, following an action-research cycle, focused on improving teaching practices for the development of reading competence in Early Childhood and Primary Education through Universal Design for Learning (UDL). A faculty of 14 teachers from a rural school in the province of Castelln (Spain) participated in the process. The training, conducted during the 2024/2025 academic year, had a total duration of 30 hours. The training objectives were: a) To learn about different methodological strategies that promote students' reading competence; b) To understand the foundations and implementation framework of UDL; and c) To initiate and systematize a process of reflection and improvement of one's own teaching practice. The training proposal incorporated the use of: PractiDUA (a practical guide for addressing UDL through learning stations), PlaniDUA (a self-assessment tool to evaluate the extent to which UDL guidelines and considerations are implemented), and ReviDUA (a tool that facilitates the systematization of an action-research process focused on a selected teaching practice). The training concluded with two pedagogical faculty meetings where the practices of reading in pairs, dialogic literary gathering, and reader sponsorship were presented.

Downloads

Download data is not yet available.

Author Biographies

Aida Sanahuja Ribés, Universidad Jaume I, España

Permanent lecturer in the Department of Pedagogy and Didactics of Social Sciences, Language and Literature. PhD from the University of Jaume I (International Doctorate). Master's degree in Secondary Education Teaching: specialising in educational guidance (University of Valencia). Master's degree in Family Intervention and Mediation, Bachelor's degree in Educational Psychology and Diploma in Teaching, specialising in Early Childhood Education (Jaume I University). Coordinates the educational innovation group on diversity and initial teacher training (DIVPRO). She is a member of the Research Group on Educational Improvement and Critical Citizenship (MEICRI) and collaborates with the Laboratoire International sur l'inclusion scolaire (LISIS). Her research focuses on inclusive education and initial teacher training.

Translated with DeepL.com (free version)

Mercé Barrera Ciurana, Universidad Jaume I, España

Doctor of Education from Jaume I University (International Mention). Her previous training includes a Bachelor's Degree in Primary Education with a Mention in Therapeutic Pedagogy from the University of Valencia (UV) and a Master's Degree in Psychopedagogy from Jaume I University (UJI). She is currently a Postdoctoral Research Fellow (POP) linked to the Department of Pedagogy and Didactics of Social Sciences, Language and Literature and in the area of Didactics and School Organisation (DOE). She is part of the Educational Improvement and Critical Citizenship (MEICRI) group. She is a trainer in educational centres on inclusive education, Universal Design for Learning and inclusive methodologies and practices. She also teaches in Early Childhood and Primary Education degree programmes. Her line of research is Inclusive Education, focused on the university context, and inclusive practices based on Universal Design for Learning (UDL).

Sergio Sánchez Fuentes, Universidad Autónoma de Madrid, UAM, España

Doctor of Education from Jaume I University (International Mention). Her previous training includes a Bachelor's Degree in Primary Education with a Mention in Therapeutic Pedagogy from the University of Valencia (UV) and a Master's Degree in Psychopedagogy from Jaume I University (UJI). She is currently a Postdoctoral Research Fellow (POP) linked to the Department of Pedagogy and Didactics of Social Sciences, Language and Literature and in the area of Didactics and School Organisation (DOE). She is part of the Educational Improvement and Critical Citizenship (MEICRI) group. She is a trainer in educational centres on inclusive education, Universal Design for Learning and inclusive methodologies and practices. She also teaches in Early Childhood and Primary Education degree programmes. Her line of research is Inclusive Education, focused on the university context, and inclusive practices based on Universal Design for Learning (UDL).

References

Aguirre, A., Benet, A., Moliner, O., Sales, A., Sanahuja, A. y Traver, J.A. (2018). Técnicas para la participación democrática. La formación para la convivencia democrática en los procesos de mejora. Castellón de la Plana, España: Servicio de Publicación de la Universitat Jaume I.

Ainscow, M. (2022). Collaboration as a strategy for promoting equity in education. The International Encyclopaedia of Education, 4th Edition, 281-292. https://doi.org/10.1016/B978-0- 12-818630-5.05048-X

Almeqdad, Q. I., Alodat, A. M., Alquraan, M. F., Mohaidat, M. A., & Al-Makhzoomy, A. K. (2023). The effectiveness of universal design for learning: A systematic review of the literature and meta-analysis. Cogent Education, 10(1), DOI: 10.1080/2331186X.2023.2218191

Barrera, M., Moliner, O., Sanahuja, A., Ferragud, M., Fernández, C.M. y Amengual, J.C. (2024). Incorporación del DUA en la Educación Superior: la investigación-acción como estrategia de mejora de las prácticas docentes universitarias. En Ana Belén Barragán, María del Mar Simón Elena Martínez, Silvia Fernández, María del Carmen Pérez (Coord.), Innovación docente e investigación en educación: desafíos de la enseñanza y aprendizaje en la educación superior (pp. 1181-1191). Dykinson.

Barrera, M., Sanahuja, A., Moliner, O., y Sales, A. (2023). Tema 2. Diseño Universal para el Aprendizaje: implicaciones prácticas a través de las TIC. [Material Docente UJI]. Universitat Jaume I. doi: 10.6035/DUARDM.2024.6

Barrera, M. (2023). Diseño Universal para el Aprendizaje: Una realidad en la legislación y un horizonte para la didáctica en la educación obligatoria. En V. Moreno Campos y F. J. Rodríguez Muñoz (Coords.), Didáctica de los trastornos del lenguaje, del habla y de la comunicación (pp. 15-32). Editorial Wanceulen.

Bermúdez-Peña, C. (2018). Lógica práctica y lógica teórica en la sistematización de experiencias educativas. Pedagogía y Saberes, (48), 141-151.

Boysen, G. A. (2024). A critical analysis of the research evidence behind CAST’s universal design for learning guidelines. Policy Futures in Education, 22 (7), 1219-1238. https://doi.org/10.1177/14782103241255428

Capp, M. J. (2017). The effectiveness of universal design for learning: A meta-analysis of literature between 2013 and 2016. International Journal of Inclusive Education, 21(8), 791–807. https://doi.org/10.1080/13603116.2017.1325074

Cariati, R. (2024). Rutinas de pensamiento: Herramientas para desarrollar mentes críticas en el aula. Bonum.

Center for Applied Special Technology (2024). Universal Design for Learning guidelines (Version 3.0). National Center on Universal Design fo Learning. https://udlguidelines.cast.org/

Cicchetti, D.V. (1994). Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological assessment, 6(4), 284.

De La Fuente-González, S., Álvarez-Hevia, D., & Rodríguez-Martín, A. (2025). Universal Design for Learning. A systematic review of its role in Teacher Education. Alteridad, 20(1) 113-128 https://doi.org/10.17163/alt.v20n1.2025.09

Dean, T., Lee-Post, A., & Hapke, H. (2017). Universal Design for Learning in Teaching Large Lecture Classes. Journal of Marketing Education, 39 (1), 16 - 25. https://doi.org/10.1177/0273475316662104.

Domingo, À. (2020). Profesorado reflexivo e investigador. propuestas y experiencias formativas. Narcea

Giménez‑Bertomeu, V. M., de Alfonseti Hartmann, N., Lillo Beneyto, A., & Lorenzo García, J. (2008). Estilos de aprendizaje y método de caso en trabajo social. Revista de Estilos de Aprendizaje, 1(2). https://doi.org/10.55777/rea.v1i2.851

Griful-Freixenet, J., Struyven, K., & Vantieghem, W. (2020). Toward More Inclusive Education: AnEmpirical Test of the Universal DesignforLearning Conceptual Model Among Preservice Teachers. Journal of Teacher Education 72, 381–395. doi:10.1177/0022487120965525

Jorrín-Abellán, I. M., Fontana-Abad, M., y Rubi Avi, B. (2021). Investigar en educación. Síntesis.

Katsarou, E., & Tsafos, V. (2008). Collaborative school innovation project as a pivot for teachers' professional development: the case of Acharnes' Second Chance School in Greece. Teacher Development, 12(2), 125-138. https://doi.org/10.1080/13664530802038139

Koo, T. K., & Li, M. Y. (2016). A guideline of selecting and reporting intraclass correlation coefficients for reliability research. Journal of chiropractic medicine, 15(2), 155-163.

Lago, J. R., Sanahuja, A., Amenabar, N., & Soldevila, J. (2024). Estrategia colaborativa para la mejora de la inclusión del alumnado en riesgo de exclusión mediante el aprendizaje cooperativo. Aula Abierta, 53(4), 333–340. https://doi.org/10.17811/rifie.21258

Lee, A., & Griffin, C. (2021). Exploring online learning modules for teaching universal design for learning (UDL): preservice teachers’ lesson plan development and implementation. Journal of Education for Teaching, 47, 411 - 425. https://doi.org/10.1080/02607476.2021.1884494

Leite, E., Silva, B., & Lencastre, J. A. (2023). Estilos de aprendizagem de professores em formação continuada: indicativo para ambiente híbrido. Revista De Estilos De Aprendizaje, 16(31), 92–105.

Levey, S. (2021). Universal Design for Learning. Journal of Education, 203, 479 - 487. https://doi.org/10.1177/00220574211031954.

Mayring, P. (2015). Qualitative content analysis: Theoretical background and procedures. In A. Bikner-Ahsbahs, C. Knipping, & N. Presmeg (Eds.), Approaches to qualitative research in mathematics education (pp. 365–380). Springer. https://doi.org/10.1007/978-94-017-9181-6_13

Mera, K. (2019). La sistematización de experiencias como método de investigación para la producción del conocimiento. Rehuso, 4(1), 99-108.

Moliner, O., Sanahuja, A. y Benet, A. (2017). Prácticas inclusivas en el aula desde la investigación-acción. Colección Sapientia, 127, 35-56. https://doi.org/10.6035/Sapientia127

Murphy, M. P. (2021). Belief without evidence? A policy research note on Universal Design for Learning. Policy Futures in Education, 19(1), 7-12. https://doi.org/10.1177/1478210320940206

Organización para la Cooperación y el Desarrollo Económico (2011). Mejorar el liderazgo escolar: herramientas de trabajo. OCDE. https:// books.google.com.pe/books?id=fPAuEG_JFqAC&printsec=frontcover#v= onepage&q&f=false.

Ok, M. W., Rao, K., Bryant, B. R., & McDougall, D. (2017). Universal design for learning in pre-K to grade 12 classrooms: A systematic review of research. Exceptionality, 25(2), 116–138. https://doi.org/10.1080/09362835.2016.1196450

Pérez, J. J. (2015). Los estilos de aprendizaje y el desarrollo de la competencia lingüística en alumnos de sexto grado de educación primaria. Revista de Estilos de Aprendizaje, 8(15), 1–30. https://doi.org/10.55777/rea.v8i15.1025

Pujolàs, P. y Lago, J.R. (2018). Aprender en equipos de aprendizaje cooperativo El Programa CA/AC («Cooperar para aprender/Aprender a cooperar»). Octaedro.

Rao, K., Ok, M. W., Smith, S. J., Evmenova, A. S. & Edyburn, D. (2020). Validation of the UDL reporting criteria with extant UDL research. Remedial and SpecialEducation,41 (4), 219-230. https://doi.org/10.1177/0741932519847755

Rodríguez, A. L. & Tijerina, A. (2013). La colaboración en espacios virtuales a través de estilos de aprendizaje desde la perspectiva docente: un estudio de caso. Revista de Estilos de Aprendizaje, 6(11). https://doi.org/10.55777/rea.v6i11.970

Sanahuja, A., Barrera, M., Márquez, C. y Yahari, H. D. (2024). PractiDUA. Guía práctica para abordar el Diseño Universal para el Aprendizaje a través de rincones. Real Patronato sobre Discapacidad. https://www.siis.net/documentos/ficha/596449.pdf

Sánchez-Fuentes, S. y Duk, C. (2022). La Importancia del Entorno. Diseño Universal para el Aprendizaje Contextualizado. Revista latinoamericana de educación inclusiva, 16(2), 21-31. https://dx.doi.org/10.4067/S0718-73782022000200021

Scott, L., Bruno, L., Gokita, T., & Thoma, C. (2019). Teacher candidates’ abilities to develop universal design for learning and universal design for transition lesson plans. International Journal of Inclusive Education, 26, 333 - 347. https://doi.org/10.1080/13603116.2019.1651910.

Spooner, F., Baker, J., Harris, A., Ahlgrim-Delzell, L., & Browder, D. (2007). Effects of Training in Universal Design for Learning on Lesson Plan Development. Remedial and Special Education, 28, 108 - 116. https://doi.org/10.1177/07419325070280020101

Stake, R. E. (2013). Multiple case study analysis. The Guilford press.

Swartz, R. (2019). Pensar para aprender: Cómo transformar el aprendizaje en el aula con el TBL (Vol. 28). Ediciones SM España.

Waitoller, F., & King Thorius, K. (2019). Cross-pollinating culturally sustaining pedagogy and UDL: Toward an inclusive pedagogy that accounts for dis/ability. En Schuelka, M. J.; Johnstone, Ch. J. Artiles, G. Th,; Artiles, A.J. (Eds.) The SAGE Handbook of Inclusion and Diversity in Education. (pp. 173-192). SAGE.

PORTADA_VOLUMEN 18, NÚMERO 36

Published

2025-10-22

How to Cite

Sanahuja Ribés, A., Barrera Ciurana, M., & Sánchez Fuentes, S. (2025). In-Service teacher training in UDL and action research for the development of reading competence in early Childhood and Primary Education. Journal of Learning Styles, 18(36), 131–145. https://doi.org/10.55777/rea.v18i36.8025

Issue

Section

THEMATIC RESEARCH ARTICLES. Volume 18, Number 36 (October, 2025)_Universal Design for Learning as a measure of attention to diversity.