Solangela Sánchez-Montecinos, Jaime Huincahue, Claudio Gaete-Peralta

Proceedings of the 17th International Multi-Conference on Society, Cybernetics and Informatics: IMSCI 2023, pp. 126-130 (2023); https://doi.org/10.54808/IMSCI2023.01.126

Solangela Sánchez-Montecinos
Instituto de Enfermería, Universidad Austral de Chile, Valdivia, Chile

Jaime Huincahue
Centro de Investigación de Estudios Avanzados del Maule, Universidad Católica del Maule, Talca, Chile

Claudio Gaete-Peralta
Departamento de Matemáticas y Ciencias de la Ingeniería, Universidad Bernardo O’Higgins, Santiago, Chile

Cite this paper as:
Sánchez-Montecinos, S., Huincahue, J., Gaete-Peralta, C. (2023). Teacher Professional Development in Inclusive Education in Chile: A New Perspective. In N. Callaos, J. Horne, B. Sánchez, M. Savoie (Eds.), Proceedings of the 17th International Multi-Conference on Society, Cybernetics and Informatics: IMSCI 2023, pp. 126-130. International Institute of Informatics and Cybernetics. https://doi.org/10.54808/IMSCI2023.01.126

This review analyses and describes the current trends in inclusive education identified in higher education in Chile, specifically in teachers at universities that are self-declared as inclusive. For that purpose, it recognises the development of inclusive pedagogical competences in the teacher, reflecting the transformation that occurs when inclusive education is placed in an institution, positioning the teacher as a key actor in its functioning from both an educational and a social dimension. The teacher is the one who mediates between the inclusive policy at their disposal and contrasts it with their own conceptions in order to lead to a direct implementation in the students. From a literature review, it has been possible to identify that the focus of development of the emerging trends in recent years has been the continuous training of teachers, based on the impulse and stimulation of institutional investment in human capital that promotes inclusion competences, together with multiple implementation mechanisms. It is concluded that, in this new perspective, teachers must be motivated to create inclusive learning environments. At the same time, inclusive education is a quality imperative for higher education.