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

Felipe Jiménez Vargas, Carmen Montecinos Sanhueza

Resultado de la investigación: Contribución a una revistaArtículorevisión exhaustiva

10 Citas (Scopus)

Resumen

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.

Título traducido de la contribuciónDiversity, management models and initial teacher training: Training challenges from the perspective of social justice
Idioma originalEspañol
Número de artículoe230005
PublicaciónRevista Brasileira de Educacao
Volumen23
DOI
EstadoPublicada - 2018
Publicado de forma externa

Palabras clave

  • Attention to diversity
  • Educational inequalities
  • Initial teacher preparation
  • Novice teachers
  • Social justice

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