Contributions, limitations and regularities in the process of initial teacher training from an intercultural approach.

Abstract

The article discusses the evolution and current status of the decolonization process of initial teacher training programs at the international level. Based on the analysis of scientific educational sources, this paper describes the contributions and limitations that are expressed in the process of initial teacher training with an intercultural approach, in the contexts of Australian, American, Canadian and Latin American Higher Education. The synthesis and result of the study reveal the regularities that characterize the initial teacher training at the international level from an intercultural approach.