Formación inicial docente en escuelas de distintos contextos socioeconómicos

Translated title of the contribution: Demands for Initial Teacher Education from Schools in Different Socio-economic Contexts

Karin Roa Tampe*, Catalina Zenteno-Silva*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

The current education of primary school teachers requires preparation for socio-edu-cational diversity and social justice. To this end, university programs should dialogue with the practical experiences of pre-service teachers in the classroom to nurture re-flection and learning that prevent the creation or confirmation of stereotypes about students, their families, or the neighborhoods and communities they are part of. Combining qualitative and comparative aspects, the present research sought to in-vestigate the education demands of 41 future primary teachers from a university in Santiago de Chile who attended practicum activities in schools of high socio-econom-ic vulnerability or high socio-economic level. The results and discussion highlight the need for a reflective professionalization for diversity that avoids the entrenchment of polarized and reductionist stereotypes in initial teacher education that may occur in all socio-economic contexts. Similarly, it problematizes the relationship between university and school in the context of the practical training of teachers.
Translated title of the contributionDemands for Initial Teacher Education from Schools in Different Socio-economic Contexts
Original languageSpanish
Article numbere2513
Pages (from-to)1-18
Number of pages18
JournalEducación y Educadores
Volume25
Issue number1
DOIs
StatePublished - 19 Aug 2022

Keywords

  • Challenging schools
  • primary teacher education
  • initial teacher education
  • educational opportunities
  • equality in educational opportunities

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