Evolution of competences related to ICT and Inclusive Education in the initial Practicum of teachers

INTRODUCTION. Both the appropriate use of information and communication technologies - hereafter ICT- and the development of a truly inclusive education remain the challenges of the educational system. Therefore, in order to progress, practical training of teachers is a key strategic factor. This paper aims to contribute to the knowledge of the Practicum's influence on the development of competences of future teachers in their initial training, which favours the inclusion and use of new technologies as useful ways to stimulate and achieve professional competences. This research aims to assess to what extent the application of a Practicum model focused on Problem-Based Learning through a specific strategy called Multidimensional Coaching - hereafter MC (Rodriguez-Hidalgo, Calmaestra & Maestre, 2015)- favours the students' self-perception when enrolled in Primary Education studies, regarding the important role ICT play in stimulating and spreading out inclusive education as a relevant psychopedagogical value. METHOD. A pre-test/post-test study on the perception of students in their second year of the BA in Primary Education - 145 students in the pre-test, 196 in the post-test-, using a self-report questionnaire, showed a change in the self-perception of the value of certain professional competences after the implementation of a PBL-MC model. RESULTS. Results show a significant progress in the self- perceived competences of six out of the thirteen competences analysed in this research, which are basically related to ICT and inclusive education. DISCUSSION. The topic under discussion is to what extent is self- perception of the development of professional competence the fact that training takes place within the framework of the PBL-MC model, which stimulates autonomy and judgement of quality education.