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The aim of the chapter is to learn how the management team promotes openness to the community and collaboration to develop an inclusive culture. This study is framed within the R+D+I project “School Management Leadership and Its Contribution to Improving Inclusion in Compulsory Education.” In a mixed research approach, the project develops and implements a tool for the evaluation of inclusive education in schools through participatory methodologies. In this chapter, the authors discuss the different ways of understanding inclusive leadership and the main elements intertwined in it, focusing later on the participation of management teams as catalysts of the educational community for the development of inclusive practices in schools. To this end, from the teachers' perspectives, they analysed the data gathered through the LEI-Q-Profesorado questionnaire. The main outcomes and conclusions indicate that the teaching staff of the schools surveyed have a positive perception of the actions taken by the management teams in the exercise of their inclusive leadership.

This chapter presents a study carried out to describe and determine the relevance of the Facebook network as a tool for development of the teaching-learning processes in the teacher-training classroom, and knowledge of the same for use in a research model. This study is based on an analysis of the latest research on the use of social networks in higher education to describe an experiment performed in a group of future primary teachers at a Spanish university in which Facebook was used as a resource to improve the teaching-learning processes. The outcomes point towards a positive evaluation of Facebook as a resource for the creation of collaborative learning communities, improving teaching-learning processes, knowledge construction and social learning, the classroom climate, tutoring among peers and with faculty, foreign-language practice, and digital competence. Among the initial conclusions, the authors highlight the need to demonstrate tools like Facebook to student teachers to ensure their appropriate professional and personal development.

The use of social networks is an increasingly common practice in university education. This study describes an experiment carried out with a group of pre-service teachers from a Spanish University in which Facebook was employed as a resource to develop the teaching and learning process. Specifically, it was applied as a strategy designed to improve relations among the students in the classroom. In-depth interviews were held with twenty students and their teacher to analyse the influence of this emerging technology on knowledge building and the establishing of closer links among students and between students and teachers. The results acknowledge the value of this resource, both for the teacher and the students themselves, in the following areas: classroom climate, teaching-learning process, virtual tutoring, foreign language practice and digital competence acquisition. In the final section of the article, we put forward questions and issues for future research.