Análisis de la competencia profesional en formación inclusiva del alumnado del último curso del grado de infantil y primaria de la universidad de Granada, España

Teacher training is an essential aspect in the development of positive attitudes towards inclusion. Teacher training gaps regarding attention to diversity currently involve disorientation, vulnerability, concern and even rejection due to ignorance in future teachers and active professionals. The aim of this study is to know the perception of the last year students of Pre-school and Primary Education degrees at the Faculty of Education Sciences of the University of Granada, Spain, about the professional competence linked to educational inclusion during their formative process. This work is part of a broader research carried out at the Autonomous University of Madrid that studies the dimensions included in the profile of competencies of inclusive teachers resulting from the project ‘Teacher Training for Inclusion’. A questionnaire was used as information collection tool, with a sample of 318 students, in the last academic year 2018-2019. It is a quantitative research, through a descriptive, exploratory and cross-sectional study. A majority of students claim to have acquired some of the professional competencies to sufficiently address the challenges of inclusion in terms of methods and means of work to reach the full inclusion of students in the educational units, as well as in the improvement and necessary innovation in professional practice as a challenge to face diversity