Ideologías curriculares y concepciones sobre diversidad y justicia social

CESAR HUGO PEÑA SANDOVAL, Tatiana López Jiménez

Resultado de la investigación: Contribución a una revistaArtículorevisión exhaustiva

2 Citas (Scopus)

Resumen

In this study, we aimed to identify the curriculum ideologies of preservice teachers and the relationship between those and their conceptions of diversity and social justice. Data were obtained from the application of the inventory of curriculum ideologies to 231 participants and semi-structured interviews to a purposeful sample of participants in a Chilean university. Results showed that the Learner Centered Ideology was predominant and that a significant number of participants showed ideological eclecticism. Despite the focus on learning, some defend Scholar Academic and Social Efficiency arguments. Moreover, there is a gradual relationship between ideologies and conceptions of diversity and justice, varying from a marked coherence to total absence of relationship. Finally, implications for research and initial teacher education are discussed.

Título traducido de la contribuciónCurriculum ideologies and conceptions of diversity and social justice
Idioma originalEspañol
Páginas (desde-hasta)738-757
Número de páginas20
PublicaciónCadernos de Pesquisa
Volumen50
N.º177
DOI
EstadoPublicada - 1 jul. 2020
Publicado de forma externa

Palabras clave

  • CURRICULUM
  • IDEOLOGY
  • SOCIAL JUSTICE
  • TEACHER EDUCATION

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