Psycho-pedagogical strategy for the preparation of primary school teachers in inclusive contexts (Review)

Abstract

The psycho-pedagogical strategy for the continuous primary teacher training in inclusive contexts focuses on developing competencies that enable teachers to address the diversity of students in the classroom. This training seeks to equip teachers with theoretical and practical tools that facilitate the inclusion of all students, regardless of their abilities or needs. A key aspect of this strategy is the focus on meaningful learning, where the adaptation of methodologies and didactic resources that consider the individual characteristics of each student is promoted. In addition, the importance of critical reflection on one's own teaching practice is emphasized, fostering a collaborative learning environment among colleagues. On the other hand, it is suggested to incorporate the use of educational technologies that support inclusive learning and promote awareness of cultural and social diversity. This includes training in specific strategies to manage challenging situations and create a positive school climate. This psycho-pedagogical strategy is fundamental to prepare primary teachers to face the challenges of inclusive education, ensuring that all students have access to quality and equitable education. This paper aims to prepare teachers of the Bachelor's Degree in Primary Education in inclusive psycho-pedagogical strategies that allow them to effectively serve students with diverse educational needs.