La formación docente inicial como factor clave para la inclusión educativa

Abstract

When talking about inclusion it is clear that it is a reality only in theory, as there is no clear evidence that in practice a true inclusion process is carried out. One of the reasons for this problem is the inadequate and lacking initial training that teachers receive during their learning process, which does not provide the methodologies or knowledge necessary to practice inclusion in classrooms. The objective of this monographic work is to demonstrate the impact of initial teacher training in the realization of an inclusive educational practice. For this, a bibliographic compilation was carried out, synthesizing and analyzing the information, obtaining two basic categories: initial teacher training and educational inclusion. These categories present factors that relate them, since an appropriate and complete initial teacher training is a key factor in achieving quality inclusive education within the Educational System. At the end of this research, it is concluded that an initial teacher training that provides knowledge, skills, skills and pedagogical strategies is the basis for a teacher to guarantee a quality inclusive education within the educational system