Strategies in teacher training to promote educational inclusion: a systematic review

Ancaya-Martínez M.D.C.E.; Távara-Sabalú C.D.J.; Yarin Achachagua A.J. · European Public and Social Innovation Review (2024) · DOI: 10.31637/epsir-2024-886

Resumen

Introduction: Teacher training is crucial for inclusive education, as educators must be prepared for diverse classrooms. Methodology: This article examines theoretical work on teacher training for inclusion. A search was conducted in databases such as WOS, Scopus, ERIC, and Scielo, between 2015 and 2024, all peer-reviewed. Combinations of keywords such as “Educational inclusion,” “Teacher training,” and “Educational strategies” were used. Results: The most effective strategies integrate inclusion throughout teacher training, rather than as an additional component. Highlighted strategies include the use of assistive technologies, collaborative work, and curriculum adaptation. Current evaluations of inclusive education lack a long-term impact analysis due to institutional barriers. Diverse environments require a comprehensive approach. Challenges arise from resource insufficiency and institutional resistance. Effective inclusive education requires the alignment of policies, administration, and teaching practices. It is important to continue research and design curricula that incorporate inclusion in teacher training. Inadequate training leads to educational inequalities.

Instituciones: Pontificia Universidad Católica del Perú; Universidad Nacional Agraria La Molina; Universidad César Vallejo