Ideologías curriculares y concepciones sobre diversidad y justicia social

Translated title of the contribution: Curriculum ideologies and conceptions of diversity and social justice

CESAR HUGO PEÑA SANDOVAL, Tatiana López Jiménez

Research output: Contribution to journalArticlepeer-review

Abstract

In this study, we aimed to identify the curriculum ideologies of preservice teachers and the relationship between those and their conceptions of diversity and social justice. Data were obtained from the application of the inventory of curriculum ideologies to 231 participants and semi-structured interviews to a purposeful sample of participants in a Chilean university. Results showed that the Learner Centered Ideology was predominant and that a significant number of participants showed ideological eclecticism. Despite the focus on learning, some defend Scholar Academic and Social Efficiency arguments. Moreover, there is a gradual relationship between ideologies and conceptions of diversity and justice, varying from a marked coherence to total absence of relationship. Finally, implications for research and initial teacher education are discussed.

Translated title of the contributionCurriculum ideologies and conceptions of diversity and social justice
Original languageSpanish
Pages (from-to)738-757
Number of pages20
JournalCadernos de Pesquisa
Volume50
Issue number177
DOIs
StatePublished - 1 Jul 2020
Externally publishedYes

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