Teacher training in inclusive education is a key condition to moving towards equity and quality teaching for all students. This research aims to characterize how prepared the teachers educators perceived they were in the needed competences of inclusive education and how often they performed teaching and support strategies based on appreciation of student diversity. As from a quantitative research, cross-sectional with a descriptive scope, the perception of 143 Chilean teacher educators was analyzed through two self-reported scales. In general, it was found they feel prepared to train from an inclusive perspective, and frequently implemented actions that contributed to guarantee the learning and participation of student teachers. Likewise, this research allows us to identify some dimensions that should be strengthened, among which stand the teaching innovation and the design of flexible learning experiences 
 that take advantage of the use of technology. Finally, the relevance of having instruments with sensitivity to peculiarity of teacher educator work and specific training programs to firm up their role in an inclusive perspective are discussed.

Teacher educators; Teacher qualifications; Teaching education; Inclusive education.