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

Peña-Sandoval, César H.; Venegas-Weber, Patricia

doi:10.4067/s0718-50062022000500087

Cited by 2 publications

(2 citation statements)

References 16 publications

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“…Currently, one of the most significant challenges in initial teacher training (ITT) in the Latin American context in general, and particularly in Chile, is the implementation of specific actions aimed at achieving quality and social relevance in teacher education (Peña-Sandoval and Venegas- Weber, 2022). This necessarily entails a profound reflection on the political, economic, socio-cultural, curricular, and epistemological aspects, among others, that have underpinned the models used so far for this purpose.…”

Section: Introductionmentioning

confidence: 99%

Insights in teacher education: 2022

2024

Frontiers Research Topics

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Frontiers is more than just an open access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers journal seriesThe Frontiers journal series is a multi-tier and interdisciplinary set of openaccess, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers journal series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to qualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers journals series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area.

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Section: Introductionmentioning

confidence: 99%

Insights in teacher education: 2022

2024

Frontiers Research Topics

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“…Currently, one of the most significant challenges in initial teacher training (ITT) in the Latin American context in general, and particularly in Chile, is the implementation of specific actions aimed at achieving quality and social relevance in teacher education (Peña-Sandoval and Venegas-Weber, 2022). This necessarily entails a profound reflection on the political, economic, socio-cultural, curricular, and epistemological aspects, among others, that have underpinned the models used so far for this purpose.…”

Section: Introductionmentioning

confidence: 99%

Building knowledge from the epistemology of the South: the importance of training researchers in initial teacher training

Parada Ulloa,

Lárez Hernández,

Vega-Gutiérrez

2024

Front. Educ.

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This study aims to reflect on the importance of considering epistemologies of the South and research training as benchmarks in the initial teacher of educators in the Latin American context. In recent years, there has been a growing recognition of the need to diversify and decolonize knowledge production in education, especially in the Global South. The epistemology of the South provides a conceptual framework that challenges traditional Eurocentric perspectives and promotes alternative ways of knowing and understanding education. To achieve the research objective, a literature review was conducted focusing on key concepts such as Southern epistemology, researcher training, and initial teacher education. The review encompassed academic articles, books and relevant theoretical frameworks. Content analysis techniques were employed to critically examine the literature, identifying themes, theoretical perspectives, and implications for research training in Initial Teacher Education (ITE). The findings of this study suggest that the incorporation of the epistemology of the South into researcher training can have a transformative impact on the educational sector. By adopting ways of knowing and understanding, future researchers can develop a more nuanced and contextualized understanding of educational phenomena. This approach promotes critical thinking skills and encourages researchers to question dominant narratives and power structures in education. Additionally, the study highlights the importance of integrating research training into initial teacher education. By fostering the development and consolidation of research skills and a critical mindset in future teachers, it promotes their transformation into change agents within the Latin American educational system in which they operate. From this perspective, research-oriented teacher training programs empower educators to engage in evidence-based practices, contribute to educational research, and advocate for pedagogical approaches that respond to local contexts and social realities in which they act. This study underscores the need to integrate Southern epistemologies and research training within into initial teacher education. By doing so, we can nurture a new generation of educators with critical thinking skills capable of effecting significant societal changes. This research contributes to the ongoing dialogue on the decolonization of education and promotes the development of inclusive and contextually relevant educational practices.

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

Cited by 2 publications

References 16 publications

Insights in teacher education: 2022

Insights in teacher education: 2022

Building knowledge from the epistemology of the South: the importance of training researchers in initial teacher training

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