Teaching competencies for performing in school vulnerability contexts in Chile

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datacite.alternateIdentifier.citation7TH WORLD CONFERENCE ON EDUCATIONAL SCIENCES,Vol.197,1236-1241,2015
datacite.alternateIdentifier.doi10.1016/j.sbspro.2015.07.386
datacite.creatorTurra Díaz, Omar
datacite.creatorValdebenito Zambrano, Vanessa
datacite.creatorTorres Vásquez, Angélica
datacite.creatorAlevriadou, A
datacite.date2015
datacite.subject.englishTeacher training
datacite.subject.englishpedagogy
datacite.subject.englishschool vulnerability
datacite.titleTeaching competencies for performing in school vulnerability contexts in Chile
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.urihttp://repositoriodigital.uct.cl/handle/10925/2761
dc.language.isoen
dc.publisherELSEVIER SCIENCE BV
dc.source7TH WORLD CONFERENCE ON EDUCATIONAL SCIENCES
oaire.resourceTypeMeeting
uct.catalogadorWOS
uct.indizacionISSHP
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