Teaching competencies for performing in school vulnerability contexts in Chile

Simple item page
dc.contributor.authorTurra Díaz, Omar
dc.contributor.authorValdebenito Zambrano, Vanessa
dc.contributor.authorTorres Vásquez, Angélica
dc.contributor.authorAlevriadou, A
dc.date2015
dc.date.accessioned2021-04-30T16:30:28Z
dc.date.available2021-04-30T16:30:28Z
dc.description.abstractThis paper presents the results of a study designed to determine how teachers working in vulnerable school situations evaluate their teacher training. The research was undertaken using an objective methodology, applying a Likert type of additive scale to a sample of teachers (n=30) in Chile's Araucania region. The results reveal a positive assessment of the traditional aspects of teacher training but a negative evaluation of key aspects of performing with vulnerable children, as well as working in rural situations and indigenous contexts. These data call into question the teacher profiles being built without consideration for the needs and contexts in which they will be performing. (C) 2015 The Authors. Published by Elsevier Ltd.
dc.identifier.citation7TH WORLD CONFERENCE ON EDUCATIONAL SCIENCES,Vol.197,1236-1241,2015
dc.identifier.doi10.1016/j.sbspro.2015.07.386
dc.identifier.urihttp://repositoriodigital.uct.cl/handle/10925/2761
dc.language.isoen
dc.publisherELSEVIER SCIENCE BV
dc.source7TH WORLD CONFERENCE ON EDUCATIONAL SCIENCES
dc.subject.englishTeacher training
dc.subject.englishpedagogy
dc.subject.englishschool vulnerability
dc.titleTeaching competencies for performing in school vulnerability contexts in Chile
dc.typeMeeting
uct.catalogadorWOS
uct.indizacionISSHP
Files
Collections
Migración Web of Science