LA FORMACIÓN INICIAL DEL PROFESORADO PARA ATENDER LA DIVERSIDAD CULTURAL EN LAS AULAS DE CASTILLA Y LEÓN: ¿LA ETERNA AUSENCIA?

Abstract

The educational inclusion of all students is a challenge in education policies at the international level and the quality of teachers is a determining variable in its achievement. This article examines teacher training on cultural diversity and interculturality from a dual perspective: firstly, a content analysis is carried out of the different curricula of the different syllabuses of the Bachelor's Degree in Early Childhood and Primary Education and the Master's Degree in Secondary Teacher Training at Public Universities in Castilla y León. Subsequently, 14 semi-structured interviews were carried out with different teachers of Infant, Primary and Secondary Education to explore their perceptions of the training received and its usefulness in facing the real challenges in today's schools. The conclusions of the study point to the lack of content on Intercultural Education and the treatment of cultural diversity at school in the syllabuses of future teachers. There is an urgent need for a common reflection on the design of future educational training policies, as these are a key tool in the quality of education in educational systems and a determining factor in the inclusion of all students.