Abstract:

Currently, we find ourselves in a context of change in the educational field, not only because of the different innovations that are appearing to respond to diversity, but also because of the current needs we are experiencing. In this sense, the experiences originated by COVID-19, whose consequences for the population have shown how a risk has been generated both in physical health and in mental and emotional health, have set a precedent when considering the training of future teachers. This fact, together with the results of some research showing the need to approach teacher training from a paradigm that includes aspects linked to personal experiences, have been the basis from which the study has been approached.

This educational innovation proposal is framed in Higher Education; specifically, in a group of students of the Early Childhood Education Teacher Degree and another group of students of the Primary Education Teacher Degree, all of them, students of the subject Education for Diversity. The objectives of the study were focused on fostering the personal and human dimension in the students and favoring the internal strengthening of the students. For this purpose, a methodology based on experiential learning was used, which allowed the students to experience in first person the theoretical and practical aspects related to the fusion of contents of three paradigms: emotional education, resilience and positive psychology; integrating these aspects in the framework of an inclusive education.

The results of the proposal show an internal strengthening of the students and a generalized satisfaction in relation to the contents addressed and the methodology used; likewise, the companionship, cohesion and coordination of the teachers are highlighted as a fundamental aspect to carry out this type of proposal. It is concluded that it is necessary to address these contents within the training of future teachers as a fundamental aspect for their professional development. In addition, the teaching coordination and the bonds of support and trust generated among the teachers who have carried out the proposal, have been a fundamental element to make possible the realization of this educational innovation proposal.

Acknowledgement:
This experience was funded by the educational innovation project of the Universitat Jaume I awarded to the INCLU-ERP group (18G002-539).

Keywords:

Initial teacher training, teacher support, experiential learning methodology, personal development.