Abstract

In 2015, the Dominican Republic, as a member country of the United Nations, joined the 2030 Agenda for Sustainable Development in 2015, whose fourth goal aims to ensure inclusive, equitable and quality education that promotes learning opportunities for all throughout life. However, achieving this goal requires political will and adjustments in teacher training plans. In this sense, this study aims to analyze the reflections on teacher training in the Dominican Republic from an inclusion approach. The methodological design focuses on a qualitative paradigm. Forty teachers and five directors of educational centers in the municipality of San Juan de la Maguana in the Dominican Republic were interviewed. The analysis of the results showed that most of the in-service teachers did not receive orientation on inclusive education during their undergraduate training, although they have participated in continuous training opportunities on this topic. The participants recognize conceptual gaps that prevent them from theoretically grounding their practices and make it their motive to make a call to strengthen the curricula in Higher Education Institutions, so that they can have the tools to favor learning processes for all and the elimination of barriers to learning.

Keywords:
Attention to diversity; teacher training; education; inclusion