Analysis of teacher training from the voices of students: inclusive and innovative competencies

Abstract

This article addresses teacher training from the student perspective, focusing on the development of inclusive and innovative skills. A qualitative methodology was used, involving a focus group of five second-year teaching students at the University of Malaga (Spain). The results show that the approach to inclusion and innovation content remains more theoretical than practical, leading to the conclusion that there is an urgent need to rethink teacher training programs.