What Makes Them Social Justice–Oriented Educators? Voices From Two Different Teacher Education Programs in Chile

• In Event: Learning to Teach Justly: Preservice Practices for Social Change

Abstract

The study examines the learning experiences of eight secondary preservice teachers from two Chilean universities who did their practicum in schools serving low-income students. My purpose was to understand what made them well equipped to address teaching from a social justice perspective. Semi-structured interviews and documents where the main source of information and analysis involved open and analytical coding. Essential aspects having key impact on participants’ teaching perspective are: first, personal experiences and participation community service prior to entering teacher education programs; second, the strong influence of school teachers who were equity-oriented and responsive educators. Regarding social justice-oriented learning experiences during practicum, only one program effectively enacted this approach through specific instances, particularly by additional practicum in Child Services centers.

Author

• Cesar Pena-Sandoval, Pontificia Universidad Catolica de Valparaiso