Teachers in 129 Salamanca municipalities will learn from 200 USAL teachers.

During the presentation, David Mingo, the deputy for Culture, made it abundantly clear that the people of Salamanca, both in the capital and in the province, “we feel highly proud of the University of Salamanca.

” The University of Salamanca and the Provincial Council are launching, after ten years of collaboration, a new edition of the ‘University Province’ program. This program will bring the proposals of 202 professors and researchers from the University of Salamanca to teachers in 129 municipalities throughout the province.

At the presentation of the call, which was attended by the vice-rector for Quality, María José Rodríguez, and the academic director of the Experience Program, Francisco Javier Rubio, the deputy for Tourism, David Mingo, came out in defense of the University from Salamanca, in the face of the attacks made by the president of Vox, Santiago Abascal, in the United States. As a result, Mingo made it very evident that the people of Salamanca, both in the city and in the province, “feel extremely proud of our university.” A comprehension of Salamanca would be impossible in the absence of the university and the things that it stands for.

It is a plan that is directed at university professors and teaching staff in order to encourage them to engage in projects that will allow them to share their knowledge with the towns of the province of Salamanca. The proposal is called “University Province.” In light of this, it may be of interest to people from Salamanca who reside in rural areas to give presentations, workshops, or conferences on subjects that they are knowledgeable about in a comprehensive and rigorous manner. For this reason, the Salamanca Provincial Council continues to retain the amount of forty thousand euros in order to ensure that this agreement is carried out.

From the perspective of the Vice-Rector for Quality, María José Rodríguez, the University of Salamanca makes a significant contribution to the dissemination of knowledge by putting its powers, capacities, and research outcomes to use in rural contexts. It is by this means that she guarantees that “sociocultural development is encouraged.”

The areas of knowledge that have been selected are as follows: Art and Humanities, with 123 submissions from 43 different teachers; Science, with 69 proposals from 31 different teachers; Biology, Medicine, and Health Sciences, with 119 proposals from 45 professors; and Social and Legal Sciences, with 213 proposals from 71 different professors.

The number of people taking part in the program has been growing up to this point. The coordinator, Francisco Javier Rubio, stated that at the moment, “we have requests from 129 municipalities that have requested at least one proposal.” This is in contrast to the previous year, when seventy Salamancan communities took part in the event and a total of 185 conversations were scheduled to take place.

Within the framework of expanding the international policy agenda on IE, which has led to a growing diversity of pupils in mainstream classrooms, teacher education for IE has been a key focus [1]. This is because of the fact that IE has become a major focus. For example, in 1994, the Salamanca Statement called for governments to ensure that pre-service and in-service teacher education programs address the subject of special needs education in inclusive schools [2]. The statement also noted that individuals with special educational needs should be able to attend ordinary schools.

The United Nations Convention on the Rights of Persons with Disabilities, which was adopted in 2006, recognizes the right of individuals with disabilities to have access to an IE system at all levels. Additionally, the convention emphasizes the necessity of providing training that supports professionals who work with individuals with disabilities at all levels of education [3]. The participants in the UNESCO International Conference on Education in 2008 reached a consensus on the significance of a more comprehensive approach to education (IE) that should be tailored to meet the requirements of all students and that has the potential to serve as a fundamental principle in the direction of an education that promotes sustainable development and learning that continues throughout one’s life.

It was therefore made abundantly evident that university education plays a significant role in the teaching of preservice teachers and teachers concerning inclusion [4]. Internet access for everyone was included as a component of the fourth goal of the seventeen goals that were declared in the 2030 Agenda for Sustainable Development in the year 2015 [5]. It is argued in the Education 2030 Framework for Action, which offers direction for the execution of this aim, that inclusive school facilities and teacher training on inclusive education should be considered as solutions to alleviate exclusion and marginalization [6]. There is an increasing political attention on IE, which is highlighted by these activities and publications that have an impact on a global scale.

Beginning with initial teacher education and continuing with ongoing teacher education for IE are the two primary study avenues that are opened up by the approach of IE from the perspective of teacher education. In this particular investigation, the primary emphasis is placed on the first research line, which is referred to as initial teacher education for inclusive education (ITEIE). The subject that is addressed in this work is the manner in which the problem of educator education (IE) inside university programs for beginning teacher education is replicated in educational research.

This paper will use bibliometric analysis performed on the Web of Science (WoS) database in order to investigate the research literature on ITEIE. The purpose of this work is to examine the research literature. During the period of 1996–2020 (April 7), we conducted an analysis of 440 documents that were collected from WoS.

These materials included articles, conference papers, and book chapters. In order to accomplish the following goals, the investigation was conducted: to trace the progression of ITTIE research over the course of time and to determine the distribution of the published documents across countries, organizations, and types of papers; to identify journals, authors, and papers that have had an impact on the research in the field; and to uncover the connections that exist between authors, journals, and terms. For the purpose of mapping the intellectual structure of ITEIE research, we made use of bibliometric tools and bibliometric indicators that were provided by Women in Science. Thanks to the findings, we were able to present an objective and up-to-date overview of the research conducted by ITEIE.

In spite of this, it is necessary to note that one of the most significant limitations of the research is connected to the fact that the papers that were used in our study came from a single database, specifically WoS. There are additional databases that contain documents in the topic that is being analyzed, such as Scopus, Google Scholar, Elsevier Science Direct, and others, which might be investigated. A potential avenue for future study that could involve the integration of multiple databases that index publications on ITEIE is now available.

Listed below are some bibliometric studies that have been conducted in the field of teacher education and IE. In the next section, we will give an analysis of the scientific literature that pertains to the field of ITTIE. The third section provides an explanation of the technique that was utilized in this investigation. This is then followed by the findings of the bibliometric and science mapping analysis performed. The results section is organized in a manner that is consistent with the three topics that were investigated. In the fifth section, discussions are provided on the findings of the study, and in the last section, conclusions, limitations, and suggestions for further research, as well as theoretical and practical consequences, are presented.

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