Experiences of Inclusion in Teacher Educators: The Collective Hermeneutics and the Emergence of Associated Representations; [Experiencias de Inclusión en Formadores de Formadores: La Hermenéutica Colectiva y la Emergencia de Representaciones Asociadas]

Introduction. The research addresses the role of practicum supervisors in initial teacher education for inclusion. It seeks to understand the representations of these educators about initial teacher education for inclusion constructed from their biographical experiences. The methodology is framed in research-training studies. It involves writing autobiographical stories, reflecting work sessions based on stories of inclusion written by student teachers, and rewriting their initial stories. The results show that the community of educators dialogic-hermeneutic work is enriched by student teachers stories, recognising that true inclusion is learned through biographical events. The discussion establishes that inclusion is built as an experiential category, which must be lived and subsequently signified. In conclusion, for practicum supervisors, inclusion implies an encounter with the other, requiring an ethical disposition. Using student teachers’ stories promotes deep reflection, transforming teacher educators being, thinking and doing. © 2025, HISIN (History of Information Systems). All rights reserved.