TEACHER TRAINING IN HIGHER EDUCATION FOR INCLUSIVE PEDAGOGY

Being a teacher of higher education represents a great challenge to a social / academic / scientific context dominated by multiple challenges: interdisciplinarity and transdisciplinarity, access to science and technology, networking, globalization discourse, responsibility to contribute to overcoming social contradictions, in general the development of capacities to face a world in permanent change. In this context attention to diversity and inclusion is particularly important. With this premise a research was undertaken with the objective of making a theoretical proposal to guide the teacher training in higher education within the framework of inclusive pedagogy. It is interesting that the teacher assumes a critical attitude in his own formation and practice, seeking not only to focus on the advance of the knowledge of his specific discipline. This is important but not sufficient, he must also assume the perspective of integral formation: ethics, pedagogical, scientific, human and contextual. The methodology developed was qualitative and dialogic, interviews were conducted in depth to educational specialists for inclusion. From these results were formed two focus groups with teachers and students to validate the findings built. The results are organized in four significant themes: one, the educational conception that guides the formation in higher education; two, the formation of the teacher of higher education; three, diversity and inclusive pedagogy; finally, a body of theoretical guidelines that direct the teacher education in the context of inclusive pedagogy. It was concluded that teacher training systems should conceive the teacher as an active, creative, and responsible person of the constructions that he elaborates and validates in networks of knowledge and shared learning. In order to face the challenges of inclusion from its space and commitment, he must be able to communicate in multiple ways in processes, respect differences, attend diversity, and promote integral human development.