In-service Teacher Training for Inclusive Education

Inclusive education is one of the greatest challenges for the teaching profession in terms of giving a response to all students' diversity. In order to cope with this challenge, teachers need training on inclusion, especially recognizing its role as the main agent of educational change. This article presents an international systematic review of the literature to analyse the state of the art in terms of on-going teacher training (FCP) for inclusive education. Three data-bases have been included in the review: Web of Science, Scopus and Eric (2011-2020). Qualitative methodology has been implemented based on PRIMA-P guidance for systematic review. Critical content analysis techniques through NVivo software have been also used. A total of 18 articles have been reviewed and categorized by emergent analysis responding to two issues: how inclusive education is conceptualized in research on FCP and the findings of the last decade on FCP for inclusive education. The paradigm shift in teacher training and future lines of research are discussed in the conclusions.