Preservice ELT teachers towards teaching practice to enhance sustainable education

• In Event: Roundtable Session (Tuesday III)
  In Refereed Round-Table Session: Teacher preparation and professional development in the Chilean context

Proposal

Within the intersection of sustainability and education, teacher education can -through the adequate implementation of Education for Sustainable Development (ESD) into the curriculum (UNESCO, 2005) - contribute to make teachers engage communities into societal transformation (Bürgener & Barth, 2018). Yet, the challenge for Higher Education for Sustainable Development is not only rely on new organization of the educational process and teaching methodologies (Varela-Lozada, et al., 2014; Pardo, 1995;); but also re-direct study plans and Initial Teacher Training programs and academic research on teaching practices (Vilches & Pérez, 2012). Accordingly, the understanding of the role of teacher as a mediator and facilitator of the learning process is influential on access, equity and the quality of education (Jakku-Sihvonen, 2012; Jakku-Sihvonen y Niemi, 2006;).
Within the frame of the recently enacted Initial Teacher Training Programs Act (Decree Law N°20.903 on Teacher Professional Development, 2006), teacher education should promote and guarantee professional knowledge and understanding of the theoretical and practical pedagogical knowledge. But while studies show the need of rethinking teacher practice preparation towards critical reflection and collaborative models (Spilkova, 2011; Urzúa & Vásquez; 2008), teaching practice in Chilean teacher education still undergoes tensions and challenges that range from cognitive-behavioral and critical reflective domains (Hirmas, 2014) between teacher training and school institutions.
In addressing that divide, this paper shows the results of a qualitative research study carried out between 2017 and 2018. By using a case study approach, the study examined pre-service English Language teacher´s perceptions about their teacher education program through the ELT practice. Data collected showed pre-service ELT teachers’ i) positive teaching practice appraisal, ii) positive understanding of early immersion in the teacher’s role (initial teaching practice project), iii) positive understanding towards syllabus design as a link between theory-practice of the ELT curriculum, however, iv) the need of developing critical refection upon school reality and complex contexts. As concluded by Evans et al (2017), that Sustainable Education is underpinned by uncritically applied pedagogical approaches and strategies, findings in this study show the lack of critical questioning upon both reflective processes in teaching practice, and complex, dynamic classroom situations while working with students with special educational needs and teaching in socially vulnerable contexts.

Author

• CLAUDIA ANABALÓN TOLEDO, UNIVERSIDAD DEL BIO-BIO