Vol. 52 No. 1 (2023)

In this first issue of volume 52, Aula Abierta addresses various topics related to education and the role of teachers in promoting diversity, inclusion in the classroom, and the acquisition and development of specific competencies. The presented articles investigate themes such as teacher creativity and its relationship with respect for sexual diversity among high school students, the perspective of teachers on the school context in inclusive education, the importance of interculturality in the educational and coexistence projects of Spanish schools, as well as the perceptions of school principals in disadvantaged contexts regarding leadership and school organization. The issue also explores topics related to teacher training, such as the relationship between mathematical and reading competence of teachers in training, teacher self-efficacy in classroom management in primary and secondary education, and the analysis of the Practicum organization in teacher training studies in Spanish universities. Finally, a systematic literature review of research on Phonics in the Anglo-Saxon world and in Spain is presented, which addresses the importance of using this methodology to improve reading competence in students. Aula Abierta offers in this issue a broad and diverse vision of the challenges and opportunities facing teachers in an inclusive and diverse education such as that found in today's schools.