Estrategias de formación docente para proponer una cultura inclusiva en instituciones educativas de educación básica

Inclusive education in Latin America faces barriers associated with insufficient teacher preparation, curricular rigidity, and the limited connection between pedagogical training and institutional transformation. This study aimed to analyze teacher training strategies capable of supporting a proposal to strengthen inclusive culture in basic education institutions. A qualitative, documentary, non-experimental, and cross-sectional study was conducted using deductive reasoning and an exploratory-descriptive scope through the review and content analysis of recent academic and technical publications. The findings revealed a heterogeneous range of training approaches, mainly comprising workshops, active learning, situated practice, feedback, mentoring, and professional collaboration. Changes were more consistent in teachers’ knowledge and skills, whereas attitudes, student participation, and institutional dimensions showed smaller or more variable improvements. These findings indicate that isolated conceptual training is insufficient to consolidate sustainable inclusive practices. It was concluded that teacher training should be organized as a continuous, contextualized, and collaborative process linked to school leadership, joint planning, and the systematic removal of barriers.