Some foundations on teacher training from the radical and inclusive approach

Abstract

The objective of this article is to define in some foundations of the continuing education of teachers from the "radical and inclusive approach to education". An attempt is made to systematize some reasons that may be useful for pedagogical research. The radical and inclusive approach to education or training is based on the idea that Pedagogy and other Educational Sciences - as well as educational systems and international education organizations - develop a superficial, partial and incomplete perspective of education and training. This happens for several linked reasons, which are also transferred to the continuing education of teachers: it is based on a wrong, incomplete and insufficient concept of education; human formation is not fully understood, and radical formative fields that, like the roots of a tree, remain out of sight, despite being its most vital part, are disregarded. The approach in question, being inclusive, integrates what is done -in this case, the continuous training of technical-reflective and critical consensus teachers by the scientific and professional community-, which is perceived as necessary and insufficient. Consequently, other less obvious and other radicals are added from which to complete and understand teacher training in a more thorough manner.