Abstract
In this article we present the results of an investigation carried out in the 2019/2020 academic year whose objective was to understand how an inclusive and reflective practicum model can improve in teaching professional development as well as initial teacher training, in which the university, teaching practice students and school teachers all actively participated. For this investigation we have carried out a case study in which 2 schools of infant and primary education participated. This included a total of 9 teachers, 5 students of Primary Education Teaching and 2 research professors from the University. The data of the 3 discussion groups that were carried out with all the participants were analysed like so the practicum summaries of the students. The main results show the importance of schools with inclusive methodologies favour initial teacher training to have the theory-practice connection along with the improvement of personal and professional development.
 
 Keywords: Schools; University; Inclusive Methodologies; Internship Students; Teachers Training.
Highlights
Talking about Inclusive Education refers to the restructuring process which requires innovation and improvement processes that allow all students to share the same school through their own presence, participation and performance
The objective we set ourselves was to know how an inclusive and reflective model of practicum in which the university, teaching practice students and school teachers can actively participate in this process of teacher professional development and initial teacher training
One of the aspects that we have to highlight is the change in the relationship that is observed between the intern student, the school tutor and the university professor
Summary
Talking about Inclusive Education refers to the restructuring process which requires innovation and improvement processes that allow all students to share the same school through their own presence, participation and performance. As Ainscow (2001, p.55) explains, change, especially when it involves new ways of thinking and behaving, is a difficult and slow process This project proposes that the approach between theory and practice be made jointly with practicing teachers, creating a space for joint reflection between university professors, school professors and students with a teaching degree. This is so that they could reflect on educational practice jointly and to get to know to what extent this monitoring model can favour teacher professional development and initial teacher training
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
