Teacher Educators in the Quest for Social Justice: Efforts Toward Authentic University-School Collaboration in Chile

• In Event: Talking Truth: Teachers of Color, Ethnic Studies, and Multilingual Learners in U.S. and Transnational Education Contexts

Abstract

This case study investigated a group of teacher educators at a Chilean public university collaborating with school teachers from a low-income school. Using a sociocritical approach, the research explores how this collaboration advances in embodying a social justice perspective in teacher education. Findings reveal efforts and advances regarding a more democratic, horizontal partnership, allowing teacher educators value their field work, face to face with reality, and also value the expertise of school teachers equally. The development of democratic and integrative pedagogical strategies among university academics, school teachers and future teachers is also highlighted. This study underscores the need for concrete actions to bridge theory and practice, aligning with AERA 2025’s theme of just education renewal through authentic collaboration for equity.

Author

• Cesar Pena-Sandoval, Universidad Metropolitana de Ciencias de la Educación