Teacher training to address differences in higher education

Abstract

The article aims to analyze teacher training focused on the inclusion of differences in higher education. We have noticed that the public authorities have been devaluing teacher training, especially when it comes to teaching work. The research question: Is initial training in undergraduate programs successfully preparing new teachers to work in regular schools? Objectives: To analyze whether the initial training we are receiving in undergraduate programs is adequately preparing new teachers to work with differences; To evaluate whether undergraduate programs have contributed to the preparation of teachers who will teach in basic education schools; To understand the political causes behind the processes of precariousness in undergraduate programs, especially when the focus is on differences. The methodology was qualitative, relying on bibliographies, documents, and exploratory materials. References indicate that in higher education, training in undergraduate programs has been undergoing processes of precariousness. Our considerations make us reflect on the urgent need to invest in the initial and ongoing training of teachers, especially when it aims to include differences in higher education