Expansive Learning in Teachers' Professional Development: A Case Study of Preschools in Chile

• In Event: Roundtable Session 12
  In Roundtable Session: Expanding Roles in Professional Development

Abstract

As colonial legacies, racial dynamics, lingering discrimination against Mapuche people and children, the largest Indigenous group in the country—continues in the Chilean society, nuanced scholarship is needed now more than ever. Missing from current scholarship are more precise understandings about the efforts made by educators to learn Indigenous knowledge. In this context, the overall research question of this study is: How do relationships between teachers and Mapuche community members influence their learning?
Based on the expansive learning model of Engeström (2001), three main themes emerged from this qualitative comparative case study: (a) the learning challenge: what is the knowledge?; (b) learning in communities: who and where are the subjects of learning?; (c) the key learning actions.

Author

• Rukmini Becerra-Lubies, Pontificia Universidad Catolica de Chile