TEACHER EDUCATION AND THE CONSTRUCTION OF AN INCLUSIVE SCHOOL

Abstract

The construction of an inclusive school is one of the main challenges of contemporary education, as it requires overcoming conceptions and practices based on the homogenization of individuals and recognizing diversity as a constitutive dimension of educational processes. In this context, teacher education plays an important role by enabling the expansion of professional knowledge, reflection on pedagogical practices, and the development of strategies that foster the participation and learning of different students. This article aims to analyze the contributions of teacher education to the construction of an inclusive school, considering professional knowledge, continuing education, collaborative work, and the institutional conditions required for effective school inclusion. Methodologically, this is a bibliographic study with a qualitative and exploratory-reflective approach, based on studies concerning teacher education, inclusive education, professional development, and inclusive pedagogical practices. The discussion indicates that teacher education cannot be understood as a punctual or prescriptive action, nor as a process restricted to the acquisition of techniques designed for specific groups of students. Instead, it advocates contextualized, continuous, reflective education connected to everyday school life, recognizing that inclusion depends not only on individual teacher performance but also on transformations in institutional cultures, practices, and structures. It is concluded that teacher education constitutes a fundamental dimension of inclusive schooling when integrated into a collective commitment to removing barriers and ensuring everyone’s right to participation and learning.