Initial training of math teachers on educational inclusion: analysis of training profiles in Chilean universities

Abstract

The primary objective of this study is to identify components of inclusive education in the enrollment and competency profiles of math teachers at the start of their training programs in Chile. The methodology is qualitative and first and second order content analyses are applied. The total sample consists of 26 universities, 11 public and 15 private. The length for teacher education degree programs ranges from eight to 10 semesters. The results show that these programs’ components demand a global inclusive training proposal. Diversity is observed, but some universities only incorporate it in a few curricular activities. Therefore, updating teacher-training programs with human and material resources is imperative to develop these degree programs fully. In conclusion, educational institutions in charge of training new teachers have a duty to double-down on their efforts to incorporate educational inclusion, transversally and decisively, in the initial training and education of teachers.