Pre-service teacher's training in inclusive education: future teachers' experiences and perceptions

Pre-service teaching programs in attention to diversity are the basis for the development of inclusive attitudes and practices that contribute both to the construction of safe and inclusive learning environments, as well as to the creation of fairer societies. For this reason, the objective of this study is to gain an in-depth understanding of the experiences and perceptions of pre-service teachers regarding their training in inclusive education during the first three academic courses which correspond to the generic module of the Degree in Primary Education (PE) of the Faculty of Educational Sciences of the University of Granada. To carry out this research, we have used a structured and exploratory written questionnaire, in addition to an analysis of the syllabus of the Degree in PE. The main results reveal that the participants do not consider themselves sufficiently prepared to attend to diversity, especially when it comes to an adequate training. Likewise, the data collected suggest the need to rethink the configuration of the school practices, as well as the design of the syllabus, so as to increase both the quality and quantity of the theoretical and practical content regarding inclusive education.