This paper aims to contribute to leader the change on the institutions to inclusive education. The educational counselling has developed greatly in recent decades (Bausela Herreras, 2017). Current literature places the orientation from a systemic and inclusive perspective. The orientation focuses on advising and supporting teachers in order to develop educational practices that facilitate teaching-learning processes for all students and the development of the institution's educational identity. In this way, the school counsellor practices are based on the systemic change, leadership, communication and collaboration (Fye, Bergen, & Baltrinic, 2020). When the counselors offer support and help to teachers, and both work and reflect together is easier to find a consensus (Ginter, Scalise, & Presse, 1990) and foster an inclusive educative praxis. Furthermore, the counsellors and educators should understand how their educative and counselling praxis, their values, and their educative mediation affect to reproduce, or not, the injustices and the social, economic and educative differences. In this context, educational counselors need to develop skills and values in diversity and social justice, on ethic principles based on democracy, respect, equity, and of course, Human Rights (Dollarhide, 2020). However, educational orientation and teaching practices have been focused on therapeutic care and differentiation among students still exist, through which educational, social and economic differences are reproduced or even increased.

Hence, the importance of initial teacher training of educational counsellors. They could contribute to leader the change on the institutions and empower teachers and the rest of the educational community to drive the change to inclusive education, to foster the participation the whole community, and at the end, to improve the learning process of the whole students, independently on their characteristics (Ainscow, Booth, & Dyson, 2006). Moreover, educational counsellors might learn about the real sense of the inclusive methodologies and strategies, taking account of the context and educational community needs to facilitate, in collaboration with teachers and the rest of the community, the development of the curriculum for all the pupils (Domingo Segovia, 2016). For that, teachers and researchers in higher education institution should reflect and react, considering the value of the research, from their own experience and knowledge about the educational counselling, in order to contribute to the social transformation from the educative counselling training (Vigo-Arrazola, Dieste-Gracia, & García-Goncet, 2020).

The dialogue, reflection and research break and re-build the expectations and beliefs about the teaching and counselling in the schools. A critical perspective helps to analyze the educational practice and models, in favour of educational models and practices that foster the development of the potential of all students, thus avoiding the reproduction and increasing differences between pupils, in favour of a more just society, equitable, democratic and participatory.

In this way, the study of how the future educative counsellors and teachers change their beliefs, reconceptualise the counselling educational and the attention to diversity through a process of intellectualization based on the research analysis, the debate, the interchange of opinions, observation of educational practices, the read of documents and researches can help to analyze and improve the initial training for secondary teachers and educational counsellors.

Therefore, in this paper, the research question is to inquire to what extent and how future educational counselors change their perceptions on supporting teachers from an inclusive perspective.

This study is carried out from an ethnographic approach, using the participant observation and the narratives of future educational counsellors as instruments for collecting information (Maisuria & Beach, 2017). The participants are sixty students of Secondary Teacher Education Master in educational counseling speciality of the University of Zaragoza. During two courses of initial training, the information is collected by the researchers along the development of the classes. Furthermore, the students explain their perceptions about the attention to the diversity in different narrations and in different times, at the first, along the courses and at the end. The students built their learning through the debates about the counselling from an inclusive approach, the read of the scientific literature, and the observation of educational practices. We have analyzed the data from the participant observation and narrations. The data obtained was categorized with the support of Nvivo program and contrasted with the literature, from a critical perspective.

The study is still at the beginning, so the results are still incipient. They show how the majority of the students arrive with a therapeutic perspective of the educational counselling, focused on the difficulty. According to Fye and colleagues (2020), it also highlights the initial perspective of vocational guidance for students: “When I began to take this master's degree, what I basically thought was that the functions of the counselor were professional academic orientation” (SS.Student). Students evolve towards a more inclusive educational concept with the consideration of potential of pupils “Develop all the capacities of all students without any barrier” (BF.Student). Likewise, they evolved towards a perception of education based on participation and collaboration of teachers, family, and community (Nieto Cano & Portela Pruaño, 2006): “As a process of accompaniment to all the students including families and teachers” (AR.Student). After a process of researching and dialogue, the students consider the collaboration (Ginter et al., 1990) as a key for the education counseling: “I have understood that, the school counselor is someone who is integrated into the center team, as one more, in close collaboration with teachers” (D.Student). Furthermore, the students, at the end of the course, interpret the role of the counselor from a prevention and stimulation perspective, as well as advising fellow teachers: “Now, I believe that the role of the counselor should be more preventive and global, towards all students and the educational community, in collaboration with teachers” (Di.Student). The joint interchange and feedback to the participants about the attention to diversity creates a reflection that makes students rethink, break and reconstruct beliefs and thoughts about the model of education counseling. Thus, ethnography entails a social commitment to reflection for improvement and change, and a social and ethical commitment (Maisuria & Beach, 2017).

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