Hacia una formación inicial docente con pertinencia cultural y social: lecciones desde las ideologías curriculares de futuros profesores

Translated title of the contribution: Towards a culturally and socially relevant teacher education: lessons from preservice teachers’ curriculum ideologies

César H. Peña-Sandoval, Patricia Venegas-Weber

Research output: Contribution to journalArticlepeer-review

Abstract

This study aimed to identify the predominant curriculum ideologies among preservice teachers at Chilean universities, analyzing the formative potential that this knowledge has for teacher education. Enacting a FONDECYT project, information was collected using the Inventory of Curriculum Ideologies, which was answered by 433 participants from four universities located in different Chilean regions. Curriculum ideologies, a sociocultural perspective, and a social justice approach were used as theoretical lenses. The results showed that the predominant ideology was learner-centered and, in concomitance with social reconstructionism, enabled ideological hybridity. Also relevant was the presence of eclecticism and, to a lesser extent, anti-academicism. These results fostered emerging concepts such as critical-reflexive hybridity, promoting curricular enrichment in teacher education. The conclusions point to greater social and cultural relevance to serve disadvantaged students in the school system.

Translated title of the contributionTowards a culturally and socially relevant teacher education: lessons from preservice teachers’ curriculum ideologies
Original languageSpanish
Pages (from-to)87-98
Number of pages12
JournalFormacion Universitaria
Volume15
Issue number5
DOIs
StatePublished - Oct 2022
Externally publishedYes

Fingerprint

Dive into the research topics of 'Towards a culturally and socially relevant teacher education: lessons from preservice teachers’ curriculum ideologies'. Together they form a unique fingerprint.

Cite this