Formación inicial y permanente del profesorado para generar procesos educativos inclusivos. Competencias y saberes

• Autores: María Mercedes Fernández Ranea, Antonio Cortés Ramos, María Teresa Castilla Mesa
• Localización: Inclusión y perspectivas pedagógicas en el ámbito social / coord. por Diego Gavilán Martín, Gladys Merma Molina, Alejandro Sánchez Ronco, 2024, ISBN 978-84-1079-021-6, págs. 72-81
• Idioma: español
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• Resumen

  • Initial teacher training is an essential aspect in the development of inclusive educational practices. There is a lack of training for teachers in the area of diversity in order to effectively meet the needs of all their students due to the lack of acquisition of the necessary competences to respond to diversity within the framework of inclusive education. To offer clarifying information that provides competences and knowledge of attention to diversity in training. Narrative review in WOS and ERIC databases over at least the last 15 years of research and publications related to the object of study: the initial training of pre-school and primary school teachers, both university and in-service, on inclusion and inclusive practices in Spain. The necessary preparation of teachers to cater for all their students, regardless of their abilities or needs. During their initial training, they must develop the necessary competences.

    One of the challenges of teacher training is to build a well-founded, contrasted, rigorous and reflected teaching identity with the characteristics of the current school and the advances in available pedagogical knowledge, or what would be the same, to implement the principles of educational inclusion in initial teacher training.