INITIAL TEACHER TRAINING FOR INCLUSIVE EDUCATION: VALUES, COMPETENCIES, AND CHALLENGES IN DEVELOPING INCLUSIVE TEACHING PRACTICES

Abstract

Inclusive education requires teacher training programs capable of integrating knowledge, values, and professional competencies to address the diversity found in school settings. In this sense, initial teacher education constitutes a strategic dimension for the consolidation of pedagogical practices committed to the principles of inclusion. This article aims to analyze the foundations related to initial teacher education for inclusive education, with an emphasis on the values, competencies, and challenges involved in the development of inclusive teaching practices. The study is based on the document *Profile of Inclusive Teachers*, developed as part of the *Teacher Training for Inclusion* project, carried out by the European Agency for the Development of Special Education, taking into account its principles, objectives, and areas of competence. The analysis shows that teacher preparation for inclusive contexts should not be limited to the mastery of specific knowledge but should encompass the integration of attitudes, knowledge, and skills, underpinned by values guided by the recognition of diversity and the right to education. In this context, initial teacher education plays a central role in preparing teachers capable of developing pedagogical practices that are responsive to students’ diverse needs. It can be concluded that strengthening inclusive education requires training processes that integrate ethical, pedagogical, and professional dimensions, thereby fostering the development of the competencies necessary for teaching in diverse educational contexts.