Concepciones sobre educación inclusiva en estudiantes del último ciclo de la carrera de Educación Básica: un estudio de caso múltiple

Abstract

This study explores the conceptions of students in the final cycle of the Basic Education degree program at a university university, with the aim of contributing, through their analysis, to the strengthening of initial teacher education from an inclusive perspective. The research was developed using a qualitative descriptive approach through a multiple case study design. Semi-structured interviews were used as the main data collection technique. The results show that although future teachers demonstrate a certain degree of affinity with statements related to inclusion and are aware that educational institutions should welcome all students, a traditional perspective on issues such as disability and specific educational needs still persists. A discrepancy was also identified between the theoretical discourse on inclusion and its practical understanding, revealing limitations in the development of inclusive pedagogical competencies. Therefore, it is inferred that profound changes in conceptions, beliefs, and teaching practices must be addressed during initial teacher education in order to promote an inclusive, participatory, and contextualized education aligned with the current demands of the Ecuadorian educational system.