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 contribution | Towards a culturally and socially relevant teacher education: lessons from preservice teachers’ curriculum ideologies |
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Original language | English |
Pages (from-to) | 87-98 |
Number of pages | 12 |
Journal | Formacion Universitaria |
Volume | 15 |
Issue number | 5 |
DOIs | |
State | Published - Oct 2022 |
Externally published | Yes |
Keywords
- Culturally relevant pedagogy
- Curriculum ideologies
- Initial teacher education
- Social justice
- Sociocultural perspective