Inclusive faculty members who teach student teachers: An analysis from the learning ecologies framework

Abstract

This qualitative study draws from learning ecologies as a framework of analysis in order to explore the activities, resources, and relationships practised by 25 Spanish faculty members who teach in the area of Education. Their students nominated them as inclusive faculty. Individual, semi-structured and in-depth interviews were conducted. The results show that the activities, resources and relationships are multiple, diverse and learner-centred. This paper concludes that teaching to be a future inclusive teacher involves being consistent and acting as a role model, by being just an inclusive faculty in the university classes. These faculty voices provide recommendations on how universities should teach with a view to promote lifelong learning in which all students feel welcome.