Teacher training for the promotion of inclusive education at the National University of Education

Abstract

Teacher training is a fundamental aspect to guarantee inclusive and quality education, considering that in order to achieve inclusion objectives, it is necessary to address existing barriers from a comprehensive perspective. In this sense, educators are responsible for adapting their pedagogical approaches to address diversity and respond effectively to the individual needs of each of their students. Therefore, the objective was to find out whether teachers at the National University of Education have been trained or are educating themselves to be inclusive teachers. The methodology applied was based on a non-experimental cross-sectional design with an exploratory and descriptive scope, since information was collected directly to determine how much teachers know about inclusive education and the type of actions they carry out in the classroom to implement it; as for the study population, 30 educators from different UNAE courses were selected. The findings reflected that, although there are teachers who do have knowledge about this topic, there were also those who do not have the skills and abilities to be inclusive teachers since their training has not been 100% directed to work with inclusive education; consequently, it is considered pertinent to carry out workshops or training programs in which the topic of inclusive education is addressed and teachers are encouraged to train autonomously and continuously in this teaching model.