ABSTRACT

Initial teacher education faces the challenge of training future teachers to lead the change in schools towards inclusive education based on social justice. However, the literature reveals that preservice teachers may view inclusive education through the lens of special education. This paper presents a contextualised ethnographic study centred upon data production from the author’s own institution and teaching space, working with ITE students in a university in Northern Spain. Within this reflective article, the aim is to identify the practices and intellectual requirements that contribute to educating preservice teachers acting in the interest of social justice and inclusive education. Data are obtained from participant observation, text analysis and interviews. The analysis emphasises three conditions to consider. These are: (i) destabilising common sense, (ii) generating spaces for theoretical reflection and, (iii) training experiences and research scenarios to re-think possibilities of inclusive education. The article concludes by highlighting key aspects and implications.

摘要

初级教师教育面临着培训未来教师的挑战，以引领学校向基于社会正义的全纳教育转变。然而，文献表明，职前教师可能会通过特殊教育的视角来看待全纳教育。本文介绍了一项情境化的民族志研究，该研究以作者自己的机构和教学空间的数据生产为中心，与西班牙北部一所大学的 ITE 学生合作。在这篇反思性文章中，目的是确定有助于教育职前教师以社会正义和包容性教育的利益行事的实践和知识要求。数据来自参与者观察、文本分析和访谈。分析强调要考虑的三个条件。这些都是：(i) 破坏常识，(ii) 为理论反思创造空间，以及 (iii) 培训经验和研究情景，以重新思考全纳教育的可能性。文章最后强调了关键方面和影响。