Resumo

QUITERIO, Patricia Lorena et al. Promoting the Social Skills of Future Teachers focusing on Inclusive Education. Estud. pesqui. psicol. [online]. 2021, vol.21, n.2, pp. 611-631. ISSN 1808-4281.  http://dx.doi.org/10.12957/epp.2021.61060.

The development of future teachers' social skills is an essential factor for the inclusion of students with disabilities. The aim of this study was to evaluate the effects of a Social Skills Promotion Program with focus on inclusion, for university students in the Pedagogy course. Ten university students (aged between 18 and 56 years) participated. The assessment instruments were: (a) Social Skills Inventory (pre, post-intervention and follow-up), (b) Diagnostic Questionnaire (pre and post-intervention) and, (c) Field Diary (procedural). The post-intervention scores for the Social Skills Inventory were significantly higher than the pre-intervention scores and post hoc comparisons indicated statistically significant higher means for the scores in the follow-up, compared to the pre-intervention, in the Total Score. The analysis of the diagnostic questionnaire showed a higher comprehension about the role of the interlocutor and an expansion of theoretical concepts and its applicability. The experiences and dynamics evidenced a development of subclasses of social skills, especially assertiveness and empathy. The scores obtained in the follow-up revealed that the improvement in social skills factors was maintained over a two-year interval, indicating that future teachers developed social skills in an appropriate manner, contributing to their performance in the educational context.

Palavras-chave : social skills; intervention; university students; inclusion; program evaluation.

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