Estrategias de Formación Docente para Promover la Inclusión en Educación Básica: Una Revisión Sistemática: Teacher Training Strategies to Promote Inclusion in Basic Education: A Systematic Review

José Antonio Burgos Limones

doi:10.29394/Scientific.issn.2542-2987.2025.10.E5.12.246-263

Authors

José Antonio Burgos Limones Universidad César Vallejo, UCV https://orcid.org/0009-0009-5852-6033

DOI:

https://doi.org/10.29394/Scientific.issn.2542-2987.2025.10.E5.12.246-263

Keywords:

teacher education, inclusive education, primary education, teacher attitudes, self-efficacy

Abstract

The gap between inclusive policies and their effective implementation in Basic Education classrooms remains a persistent challenge that limits educational equity. Given this problem, the present study aimed to analyze and synthesize the most effective teacher training strategies to promote inclusion, identifying facilitating factors, barriers, and recommendations for sustainable implementation. A systematic review was conducted following the PRISMA protocol, using an inductive method, qualitative approach, and non-experimental design. Twenty articles published between 2023 and 2025 in Scopus, Web of Science, and SciELO were analyzed, written in Spanish, English, and Portuguese. Results revealed that the most effective strategies integrate theoretical, practical, and affective components through specific courses, mentoring, service-learning, and empathy training. Mastery experiences, institutional support, and empathy emerged as facilitating factors, while deficient initial preparation and contextual resistance represented the main barriers. It is concluded that effective inclusive teacher education requires a balance between reflective practice, affective development, and sustained institutional support, guidance that is key to transforming Basic Education into equitable spaces where all students can develop their potential.

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Author Biography

José Antonio Burgos Limones, Universidad César Vallejo, UCV

Nacido en Guayaquil, Ecuador, el 16 de agosto del año 1970. Estudié mi educación básica en una escuela pública de Guayaquil, Ecuador; como también estudié mi educación superior en el Instituto Superior Pedagógico Rita Lecumberri (ISPRL); y logre titularme como profesor de Educación primaria-nivel tecnológico, que me permitió dictar clases en el magisterio fiscal en área de Ciencias Sociales en la Educación Básica de mi país; y actualmente cuento con 36 años de servicio; estudié la Licenciatura en Ciencias de la Educación en la especialización de Educación Básica; y Magíster en Docencia y Gerencia en Educación Superior; fui director de una Institución Educativa de Educación Básica por 16 años, alcanzando mi plaza por concurso público de méritos en la condición de designado en el cargo y ocupo el cargo de Docente en la Universidad de Guayaquil (UG), en la Facultad de Filosofía, Letras y Ciencias de la Educación de la Carrera de Educación Básica.

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Teacher Training Strategies to Promote Inclusion in Basic Education: A Systematic Review