El presente estudio aborda los retos en la formación inicial de maestros de
Educación Primaria para abordar la inclusión y aplicar el Diseño Universal para el
Aprendizaje (DUA). Se empleó un enfoque metodológico mixto, utilizando
instrumentos cuantitativos y cualitativos. Se diseñó y validó la escala PEI-FIMEP,
aplicada a una muestra de 362 estudiantes universitarios, 42 docentes
universitarios y 49 maestros de Educación Primaria. Los estudiantes valoraron la
teoría, aunque se sintieron poco preparados para aplicar lo aprendido en contextos
reales. Los docentes universitarios admitieron que existía una brecha entre teoría y
práctica, mientras que los maestros en activo expresaron sentirse sobrecargados y
con pocos recursos para atender a la diversidad. El currículo fue percibido como
desigual y con una integración superficial de los principios inclusivos. Existe la
necesidad de fortalecer la formación inclusiva, mejorar la colaboración entre
actores educativos y avanzar hacia una educación más equitativa para todos.
This study addresses the challenges of the initial training of primary school teachers in relation to inclusive education and Universal Design for Learning (UDL), focusing on the development of inclusive competencies in future teachers. A mixed methodological approach was employed, using both quantitative and qualitative instruments. The PEI-FIMEP scale was designed, validated, and applied to a sample of 362 university students, 42 university teachers, and 49 Primary Education teachers selected by means of intentional sampling. Data was collected through surveys, focus groups and semi-structured interviews. The analysis revealed similarities and discrepancies between the three groups. The students valued their theoretical training in inclusion and UDL positively but expressed insecurity regarding their practical preparation and ability to meet specific educational needs. The university teachers highlighted the disconnection between theory and practice in the training. Primary school teachers expressed feeling overburdened and had limited resources to address diversity. The curriculum was perceived as uneven, with a superficial integration of inclusion. All three educational agents agreed on the need to strengthen their inclusive competencies. Despite facing challenges such as insecurity, resistance to change, and emotional baggage, a common commitment to inclusion was evident based on planning and collaborative work within the educational community.
