Formación Inicial de Docentes desde una Perspectiva de Justicia Social: Una Aproximación Teórica
Initial Teacher Education from a Social Justice Perspective: A Theoretical Approach
Beginning with a characterization of Chile’s school system, which presents high levels of social segregation and inequity, the importance of preparing teachers from a social justice perspective is introduced. Sleeter, Montecinos y Jimenez (2016) have developed an approach which entails four issues to be addressed in a teacher preparation curriculum that has a social justice orientation: (a) situate families and communities within an analysis of structural inequalities; (b) develop relationships of reciprocity with students, families and communities; (c) teach with high expectations, capitalizing on students’ culture, languages and identities; and (d) develop and teach a curriculum that integrates marginalized perspectives and directly addresses issues of equity and power. This approach is exemplified through the actions, cognitions and disposition of a student teacher who teaches from a social justice perspective.
Social justice education, Initial teacher preparation, Vulnerable students, Student teaching.
Peña-Sandoval, C., & Montecinos, C. (2016). Formación inicial de docentes desde una perspectiva de justicia social: Una aproximación teórica. [Initial teacher education from a social justice perspective: A theoretical approach]. International Journal of Education for Social Justice (RIEJS), 5(2), 71-86.