Diversidad, modelos de gestión y formación inicial docente: Desafíos formativos desde una perspectiva de justicia social

Translated title of the contribution: Diversity, management models and initial teacher training: Training challenges from the perspective of social justice

Felipe Jiménez Vargas, Carmen Montecinos Sanhueza

Research output: Contribution to journalArticlepeer-review

6 Scopus citations

Abstract

The study examines how eight novice teachers manage diversity in their classrooms and its relationship to their experiences during initial teacher preparation. Data production involved 12 interviews and 20 participant's observations in these teachers' classrooms. Findings show two approaches to managing diversity: one focused on students' special educational needs and another strengthening human relations in the school. Moreover, an inadequate preparation to develop the pedagogical skills to work in heterogeneous educational settings is evident. We discuss the shortcomings of these approaches to the extent that they lack a connection with a social justice perspective. Finally, recommendations are offered to guide initial teacher preparation toward inclusive and socially just educational processes.

Translated title of the contributionDiversity, management models and initial teacher training: Training challenges from the perspective of social justice
Original languageSpanish
Article numbere230005
JournalRevista Brasileira de Educacao
Volume23
DOIs
StatePublished - 2018
Externally publishedYes

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