I diagnose the inclusion processes in normal schools from the perspective of socioformation

Abstract

The study aims was to diagnose inclusion processes in teacher training schools using the socioformation approach, identifying strengths, opportunities, weaknesses, and threats. A quantitative analysis was conducted with 247 participants from Mexico, Mali, and France, using a socioformative rubric and a questionnaire with 6 questions. Results indicate that many respondents consider current inclusive practices satisfactory, demonstrating a proactive and self-directed approach. However, there is a need to improve and expand these practices for more effective inclusion. The study highlights the importance of strengthening teacher training, designing personalized strategies, and promoting socioformation as a key pedagogical approach. It concludes that although there are significant advancements, challenges remain in achieving full inclusion, and continuous institutional commitment is required to attain truly inclusive education.