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Formación universitaria

versión On-line ISSN 0718-5006

Resumen

PENA-SANDOVAL, César H.  y  VENEGAS-WEBER, Patricia. Towards a culturally and socially relevant teacher education: lessons from preservice teachers’ curriculum ideologies. Form. Univ. [online]. 2022, vol.15, n.5, pp.87-98. ISSN 0718-5006.  http://dx.doi.org/10.4067/S0718-50062022000500087.

This study aimed to identify the predominant curriculum ideologies among preservice teachers at Chilean universities, analyzing the formative potential that this knowledge has for teacher education. Enacting a FONDECYT project, information was collected using the Inventory of Curriculum Ideologies, which was answered by 433 participants from four universities located in different Chilean regions. Curriculum ideologies, a sociocultural perspective, and a social justice approach were used as theoretical lenses. The results showed that the predominant ideology was learner-centered and, in concomitance with social reconstructionism, enabled ideological hybridity. Also relevant was the presence of eclecticism and, to a lesser extent, anti-academicism. These results fostered emerging concepts such as critical-reflexive hybridity, promoting curricular enrichment in teacher education. The conclusions point to greater social and cultural relevance to serve disadvantaged students in the school system.

Palabras clave : initial teacher education; curriculum ideologies; sociocultural perspective; social justice; culturally relevant pedagogy.

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