TEACHER TRAINING FOR INCLUSIVE EDUCATION – AN EXPERIENCE FROM THE UNIVERSITY OF CANTABRIA

Abstract

In this paper, we describe a training proposal for future Infants and Primary School teachers. The paper is based on a collaborative proposal of research and reflection that has taken place between the university tutor and a group of students at the University of Cantabria (Spain). The aim of the paper was to promote a more reflexive and socially committed form of teacher training in relation to inclusive education. More precisely, we will analyse here the reflection and research process carried out by one of the pupils participating who start to formulate their reflections in terms in accordance with a deficitary model to later adopt throughout the training programme a more inclusive approach.