Expansive learning in teachers’ professional development: a case study of intercultural and bilingual preschools in Chile

• Autores: Rukmini Becerra-Lubies, Manka M. Varghese
• Localización: International journal of bilingual education and bilingualism, ISSN 1367-0050, Vol. 22, Nº. 8, 2019, págs. 940-957
• Idioma: inglés
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• Resumen

  • As colonial legacies, racial dynamics, lingering discrimination, and even violence against Indigenous people and children, especially the Mapuche people (the focus of this study and the largest Indigenous group in the country), continue in Chilean society, research on how their teachers learn and how they perceive their learning has become even more necessary. Understanding the learning development of educators in Intercultural and Bilingual Education (IBE) preschools for the education of Indigenous peoples is the focus of this study. In this context, the overall research question of this study is: What learning occurs for teachers in IBE preschools in the Metropolitan Region, Chile and how does this learning happen? Using Engestrom’s expansive learning model (2001) and an ethnographic approach, this study found peer learning to be a critical but untapped resource for teacher learning in this setting, and also found there to be differences between Mapuche and non Mapuche teachers’ understandings of the goals of their learning. Implications point to setting up teacher learning based on a model of peer learning which focuses on Mapuche educators contributing more than they currently do to the learning of non-Mapuche teachers in IBE preschools.