Towards teacher professionalization for inclusive education: Reflections from the perspective of a socio-cultural approach

Abstract

In this paper, we reflect on teacher education and professionalization from the perspective of a socio-cultural approach. The goal is to have a greater understanding of some controversies, challenges and complexities related to the implementation of inclusion and to connect it to teacher education and professionalization. Firstly, we discuss key assumptions of a socio-cultural approach, as a theoretical framework for reflecting on teacher training and professionalization and the implementation of inclusive education. Next, we present some international principles and values that constitute the normative framework for inclusive education. This is used as a basis for defining competencies and practices that are necessary to ensure adequate learning and developmental opportunities at school. Finally, we present a specific model of teacher training to highlight the potential contribution of a socio-cultural approach in considering the status and role of inclusion and special needs education.