Active methodological strategies in the subject Basis for an Inclusive School taught at the Bilbao Teacher-Training College, Basque Country University

This article's contribution is to show an innovative, active and in dialogue with the students' experience of classroom-based learning carried out with second year students reading the subject Basis for an Inclusive School at the Bilbao Teacher-Training College, Basque Country University. The use of different active methodological strategies is meant to drive students' active participation integrating factors that can favour and help in future teachers' education. The subject is laid out according to the following lines: a) the collaborative work within the academic staff sharing the subject as a fundamental factor to further the collaborative work also among the students; b) Students' increase awareness in their need to become intellectual professionals to help in the transformation and overcoming of inequalities; c) The work on the most recent references on educative research and the application of some of the most transforming educative experiences to experiment and think about them. This teaching and learning process is visible through the group portfolio as a strategy for learning and evaluation. In those portfolios are collected the participants' voices; from them there can be concluded some reflections which can help to improve the education quality in the field and its impact in the future.