The importance of teacher training for the promotion of diversity and inclusion in schools: An integrative literature review

Abstract

The objective of this research was to analyze the impact of teacher training on the promotion of diversity and inclusion in schools, addressing both initial and continuing teacher training. The methodology used consisted of an integrative literature review, using scientific articles selected through academic platforms such as Google Scholar and SciELO, focusing on recent publications on the subject. Data analysis revealed that initial teacher training often fails to adequately prepare educators to deal with diversity in classrooms, limiting itself to general theories and not incorporating specific inclusive practices. Continuing education, although important, is often not sufficient due to the lack of specific courses and the gap in initial training. The results indicate that in order to promote effective inclusive education, it is necessary to have a closer alignment between teacher training and the practical realities of the classrooms, in addition to the effective integration of topics related to diversity and inclusion in the curricula of training courses. It is concluded that the evolution of teacher training is crucial to enable teachers to face the challenges of school diversity and to promote an education that values and respects all students' identities and experiences.