Inclusive education in secondary education teachers' training: The programs in Spain

Abstract

Secondary education has been identified as a barrier to achieve the real and effective inclusion of all students. Teacher education is crucial for achieving inclusive education. Therefore, our study analyzes training programs in Spain (64 masters). According to the statistical differences, it has been possible to answer three research questions. In response to the first one, the sector (public or private) of the offer does not influence the training on inclusive education that future teachers receive. Regarding the second question, a significant influence has been found on the offer due to the presence of the educational guidance pathway, which not all programs include. Finally, the contents codified on inclusive education based on the academic guides or projects have been consistent in contrast with the requirement of the competences on inclusion. The supra and international nature of the training gaps in the case of secondary education teachers is one of the main topics of discussion throughout the text. It has been also discussed the briefness of the programs, how the educational guidance pathway has influenced the programs in Spain, the relevance of inclusion in secondary education, and the practical and curricular implications of the study.