Towards a culturally and socially relevant teacher education: lessons from preservice teachers’ curriculum ideologies

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.