In the context of increasingly diverse classrooms, a current challenge in school education is to avoid intra-system exclusions stemming from differing expectations and opportunities that are presented to different groups of students (UNESCO, 2020; Valdés-Morales et al., 2019). This is particularly critical in relation to girls and boys in situations of socio-educational vulnerability, understood as a situation of psychosocial and economic risk that makes the relationship between student and school precarious. This reality constitutes a priority educational challenge in Latin America and in Europe after the various waves of migration over the last ten years, not only because of its quantitative scope but also because there is a strong correlation between the socio-educational vulnerability of students and their academic results (González et al., 2015; UNESCO, 2016).

Faced with this situation, an inclusive approach is required, which, although understood as a systemic and multifactorial process, places teachers in a privileged position to support each child; that is, to believe that everyone can learn, and to individualize and calibrate methodologies, of educational curriculum and propose relevant, responsive, and transformative pedagogies for their students (Macura et al., 2019; Paris & Alim, 2017). Despite this, the literature is consistent in pointing out that teacher training in Chile and in european countries such as Spain and Portugal is still far from what is required to practice in schools with that diversity, including vulnerable or also called "challenging" schools (Apablaza, 2014; Chapman, 2008; Gairín-Sallán et al., 2019; González et al., 2015). That means that teaching for social justice, inclusion, and diversity of students is scarcely included in the training of teachers, and if it is, it is heterogeneous and insufficient in relation to groups called "vulnerable" (Liebner & Schmaltz, 2021; Ruffinelli, 2014; Venegas, 2013).

An additional complexity facing the challenge of teachers' professionalization for educational justice is that it is based on beliefs, judgments, and knowledge from various sources of socialization. For example, Levi and He (2008) quantified that 48% of these beliefs of the role came from the school and family experience; 15% would originate in the courses, readings, and theories exposed in university classes; and 37% of that beliefs came from experience in practicum. Also, in relation to these sources of influence, Debreli (2016) highlights the predominance of beliefs from "common sense" knowledge about groups that make up society, their roles, and the factors that allow a good education. Therefore, without a reflexive approach, it would tend to reproduce in the professional role the stereotypes that exist in the culture on groups, for example, according to the socioeconomic categories individuals are associated with.

To better guide these formative processes, this research sought to investigate future teachers' beliefs and perceptions about school contexts at the extremes of the socioeconomic continuum. To do this, pedagogical students' perceptions, and training needs after participating in a practicum in schools of high and low socioeconomic levels were compared.

To achieve the objectives, set, qualitative and analytical research was developed. The study universe was composed of all prospective teachers enrolled in the career (155). Of this group, 86 students voluntarily answered the questionnaire. Finally, of these 86 were selected for the study only those who according to the variable "educational vulnerability of the establishment in which they carried out the practical training" carried out practices in schools of high and very high concentration of vulnerable students (82% or more of vulnerable students), and the other pole consists of those who attended schools that serve a population with socioeconomic advantage or very low concentration of vulnerable students (between 0% of vulnerability and up to 12%). Thus, 41 participants were included in the final sample. To characterize the level of vulnerability of the schools, the School Vulnerability Index of the National Equity Allocation System (IVE-SINAE Index) of the year 2020 was used, prepared by the National School Relief and Scholarships Board [JUNAEB] of the Chilean Ministry of Education [Mineduc]. This is an index used to target school subsidies, indicating the percentage of students considered to be in a situation of socio-economic vulnerability in each school. The data collection tool was an online questionnaire sent to the prospective teachers after the end of the internship period of the school year (December). To access it, each student received invitations via email that included a link to a form that was answered anonymously. We used a strategy of analysis of qualitative content coding by two independent analysts with software assistance Atlas.Ti (version 8), from the book of 32 predefined codes, and from emerging codes that were added (2 codes). The codes, oriented in the empirical literature, mainly refer to the behaviors or dispositions of students, their parents and families, or communities, grouping them around positive and negative behavioral poles. Subsequently, inter-encoder reliability was analyzed for the main semantic fields, a procedure that eliminated a semantic field and its codes from the final analysis because it did not have sufficient minimum reliability. The final analysis of the semantic fields included yielded an average reliability index considered adequate. The codes thus selected were the subject of a third analysis, differentiating them according to the degree of discursive force with which they appear within each semantic field, that is, according to their strong presence (PF) or weak presence (PD).

The results show that prospective teachers who performed practicum in vulnerable school contexts highlighted the need to learn to regulate the student’s negative behaviour in the classroom, the reinforce boundaries, and the respect within student-teacher relationships. In contrast, those who practiced in schools of low vulnerability demand more preparation in generating motivation for students to learn. In both groups, students' need for support and content in the classroom was highlighted. However, for different purposes: those from vulnerable contexts need it to alleviate affective deficits and to cope with psychosocial risks, while those from the opposite socio-economic pole focus on managing diversification and meeting special educational needs to improve learning expectations. Concerning the parents and families, all the prospective teachers of the study agree on a need for greater experiences and direct contact with the parents, and thus communication and participation strategies. Finally, regarding the perceived characteristics of the neighbourhood or community in which the schools are located, prospective teachers who attended high-vulnerability schools mentioned that neighbourhoods are unsafe due to crime and proximity to places where citizen demonstrations occur, which requires them to learn safety strategies. In conclusion, coincidences and differences were found regarding the perceived needs and training areas to be strengthened in both contexts. It is worrying that the need to promote learning appears only among those who attend low-vulnerability schools, whereas behavioural emphases displace this focus among those in more vulnerable schools. However, the demand for better training to address the relationship with parents is transversal. These discussions problematize an aspect of teacher training that has been highlighted by European and Latin American studies: how to promote professionals prepared to identify differences and diversity among their students while equipping them with the ability to challenge stereotypes and set teaching expectations equally for all?

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