Presentation: Initial Teacher Education for Inclusive Education: Challenges, Opportunities and Transformations

Abstract

The movement for inclusive education, which has gained momentum in recent decades, has highlighted the role of teachers in transforming classrooms, institutions and the education system as a whole. Beyond this recognition, practising teachers often experience difficulties in leading teaching and learning processes with an inclusive focus, which has led to recognition of the importance of initial teacher education and to questioning the relevance of current training models and programmes in responding to this phenomenon.
This issue of the journal addresses the challenge of initial teacher training for inclusive education, based on three key questions: What demands does the school system place on initial teacher training in terms of inclusion? How prepared are universities to develop training processes with an inclusive focus? What conditions should initial teacher training have in order to guarantee the development of the necessary competences to carry out the teaching role from an inclusive approach?