Tagged: Inclusive education
In contemporary teacher education, mastery of academic content is no longer sufficient. Prospective teachers must also develop personal and social capacities that enable them to work with diverse student populations, manage complex situations, and cultivate more humane classroom environments. Among these competencies, three have guided this project—empathy, resilience, and prosocial behaviour—in alignment with the line of research we have been advancing (Cortón-Heras et al., 2023a).
The educational reform, which began at the end of 2020 with the approval of the LOMLOE (Organic Law 3/2020, of December 29, which modifies Organic Law 2/2006, of May 3, on Education) continues its journey by addressing at the beginning of this year 2022 one of the issues that generates the greatest expectation among the educational community: the reform of the teaching profession. In accordance with the planned calendar, in the first months of the year the Ministry of Education will present a proposal that will cover, among other issues, those related to initial teacher training. Presumably, this reform will lead to a review of initial teacher training programs by universities, which will have to accommodate them to the resulting renewed framework of competences and contents.
