Educar en diversidad en la formación inicial docente: una revisión sistemática

Abstract

The importance of initial teacher training that considers education in and for diversity under an inclusive approach has generated interest in educational research and the dissemination of successful experiences. It is therefore that this review aims to analyze research related to teaching and training programs for teachers in and for diversity, describing their conditions, characteristics and challenges. The method corresponding to a systematic review of articles published between 2015 and 2020 in the Web of Science (WOS), Scopus and SciELO databases, which have been descriptively analyzed. The main findings indicate that the revised curricula (study plans and projects) present deficiencies, such as a scarce and isolated curricular coverage and a lack of articulation with the school reality. These deficiencies could be overcome by considering the principles of gradualness, reflexivity and theory-practice integration. It is believed that the results of this review may constitute a report for the preparation of current and future initial teacher training proposals.