As have pointed out, the incorporation of the multicultural component to teacher training programs is inexistent or is usually carried out through the introduction of sporadic initiatives and some subjects usually elective that are insufficient.
Como han señalado , la incorporación del componente multicultural a los programas de formación docente es inexistente o suele realizarse mediante la introducción de iniciativas esporádicas y materias, generalmente, optativas que resultan insuficientes.