ATTENTION TO CULTURAL DIVERSITY IN THE SYLLABUSES OF FUTURE EARLY CHILDHOOD EDUCATION TEACHERS AT ANDALUSIAN PUBLIC UNIVERSITIES
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Abstract
Teacher training in higher education has become a key element in addressing the challenges of today’s
society in general and of globalization and migration in particular. Teachers need to be trained and
equipped with the necessary tools to successfully address the teaching and learning process of their
students based on the principles of inclusive education. At a methodological level, this study has carried
out a content analysis of the curricula of the Early Childhood Education Degree in eight Andalusian
public universities to make visible what kind of formal training is offered related to the attention to
cultural diversity in the different teaching guides. For this purpose, the descriptors cultural diversity,
interculturality and coexistence were used as inclusive. The results reveal that, in general terms, training
in these areas is varied and broad, with a significant representation in each of the descriptors, especially
in optional and four-year subjects. However, there is also evidence of the need for greater coherence
and consistency in the inclusion and treatment of these vital topics throughout the curricula, in core
or compulsory subjects, thus ensuring comprehensive and effective training for future early childhood
educators.
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