Initiation in beginning teachers involves multiple challenges for teachers and has been described as a critical stage of multiple learning and reflections. Research reveals a growing concern among junior teachers about how to deal with heterogeneous classroom teaching and the demands of inclusive education. This research analyzes the difficulties, dilemmas, strategies and obstacles to respond to the diversity perceived by primary school teachers during their first years of initiation. Through a qualitative approach and a case study design, the experience of 10 teachers graduated from four universities working in various school contexts is collected. The findings show a genuine interest in developing strategies that make activities, resources and evaluation more flexible to offer opportunities for all. However, this interest is marked by the dilemma of combining the individual and the collective and the need to implement a fair evaluation. The declared strategies adjust both the organization and classroom environment as well as curricular and methodological decisions. The obstacles that they identify are associated with school cultures that standardize their teaching practices, classify and promote competition among students. The study concludes the relevance of understanding the experience of teachers from the multiple dimensions involved in the processes of change towards the development of more inclusive schools.

Beginning teachers; Primary education; Inclusive education; Professional induction; School culture.