Tensions between teaching practices and the challenges of the initial teacher training from the perspective of the inclusive education

Abstract

This article discusses the topic of teaching practices in the context of the formative process developed in the career of differential education, or special, of the Universidad Central de Chile (UCEN). That component of the training is recognized as a fundamental axis that allows you to effectively articulate the constituent elements of the competence-based approach. Below are the characteristics of the process as the concerns and barriers raised by students and teachers, not only at undergraduate level but of different training offers in the School of Education Differential through its programs of second degree in Special Education, and Magister in Inclusive Education. These approaches could be essentially on the tension generated from the construction of the role of the so-called "professional support" that guide their contribution to the attention to the diversity present in the educational establishments and their classrooms.