Transformation of teaching practice toward inclusive education in pre-service teachers

Abstract

This study presents an initial report of a qualitative research project aimed at analyzing the inclusive pedagogical practices of pre-service teachers through the development of professional narratives. The objective was to describe how participants understood diversity, identified barriers to learning, and made pedagogical decisions during the first stage of an ongoing macro-research project. A qualitative approach with narrative analysis within a socio-critical perspective was adopted. The sample consisted of pre-service teachers from the Bachelor's Degree in Pre-school Education who produced reflective writings about their experiences in real classroom contexts. The thematic analysis of the narratives allowed for the identification of emerging categories linked to the understanding of diversity, the detection of barriers to learning and participation, the diversification of teaching, and the development of reflective processes regarding teaching practice. The results evidenced a tension between theoretical knowledge of inclusion and its application in concrete pedagogical situations, as well as the emergence of practice problematization processes that favored professional awareness. It was concluded that narrative writing constituted a relevant methodological resource for documenting the initial diagnosis of inclusive teacher training and provided evidence of the value of systematic reflection as a basis for future pedagogical transformations within the ongoing research and for the strengthening of inclusive teacher education.