Experiences of inclusion in teacher educators: the collective hermeneutics and the emergence of associated representations

Abstract

Introduction: The research addresses the role of practice supervisors in initial teacher training and seeks to understand the representations that these trainers construct about initial teacher training for inclusion from their biographical experiences. Methodology: the research is framed in research-training studies and involves the writing of autobiographical accounts, reflective work sessions based on the accounts of teachers in training and the rewriting of the initial account. Results: it is shown that the dialogic-hermeneutic work of the community of trainers is enriched by the stories of teachers in initial training, recognizing that true inclusion is learned through biographical events. Discussion: it is established that inclusion is constructed as an experiential category, which must be lived and subsequently signified. Conclusion: for practice supervisors, inclusion implies an encounter with the other, requiring an ethical disposition. The use of teacher-in-training narratives promotes deep reflection, resulting in transformations in the being, thinking and doing of the trainers.