Initial Training of teachers for inclusive education in Chile
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Date
2017
Journal Title
Journal ISSN
Volume Title
Publisher
Future Academy UK
Abstract
The increasing diversity of students imposes a great challenge for teachers: to create quality educational processes for every student. Since initial training is understood as a significant space for the development of numerous competences, skills and attitudes, it has a core role in this challenge. Nevertheless, there is no systematic study of how the initial training of generalist teachers is approached for inclusive education in Chile.
Given this, this article analyzes the results of a national study that examined the characteristics of initial training programs of Elementary Education teachers regarding inclusive education in Chile. To do so, an analysis on the contents of the profiles of graduation and description of every program valid up to 2014 was performed. These programs were analyzed in three central dimensions, each of which related to inclusive education: values and principles of educational inclusion; types or dimensions of diversity and; curricular management for inclusive education. Results show the existence of a great heterogeneity among programs throughout the country, in terms of the sense and intensity given to inclusive education in the different programs. Most of the programs are not offering –at least, not explicitly- formations with an intensive focus on inclusive education and there are not differences between private and public universities.
Description
Keywords
Initial training of teachers, Inclusive education, Elementary education teachers