Given that Universal Design for Learning (UDL) has emerged as one of the reference pedagogical models to facilitate inclusive education, recent policies have reinforced its use in schools and, consequently, in future teachers training in the application of UDL based practices. In this sense, teachers teaching philosophy stand as a key factor for UDL implementation by preservice teachers. This study explores how preservice teachers' internships contribute both to the teaching philosophy and to UDL implementation of UDL. Participants were 137 undergraduate education students from six Spanish universities. Results highlighted that complete interventions during internships and the academic year in which students were enrolled were variables that influenced UDL implementation. Contributions of the study and future lines of research that emphasize, among others, the need to rethink the curricular practices of education students to favor the implementation of inclusive practices based on UDL are highlighted.

Universal design for learning; Self-efficacy; Teachers; Internship; Inclusion.