Inclusive competence in teaching practice: bibliometric analysis and categorization proposal

Inclusive education is an essential component of regular education, which implies that teachers attend to diversity in their classrooms, therefore, it is expected that they are prepared to exercise their profession in an adequate manner. In order to know which competencies are necessary to serve students with Special Educational Needs, the objective of this research is to propose a theoretical categorization of the most relevant competencies through teaching practices by means of a review of tested instruments. To achieve this objective, a review of 24 quantitative studies assessing the competencies, perception and inclusive practices of teachers in various countries was carried out. For the selection of the instruments, certain selection criteria were established, such as keywords, year of publication, reliability index (Cronbach's Alpha) and studies with factor analysis, to ensure the quality and validity of the construct. From the instruments analyzed, 18 tools with 87 different dimensions were identified, which were classified and conceptually categorized into five main dimensions: Pedagogical process, Inclusive practices, Collaborative work, Attitude and values, and Professional development. These categories contemplate the inclusive competencies that it is considered that teachers should possess in their professional practice.