Expansive Learning in Teachers' Professional Development: A Case Study of Intercultural and Bilingual Preschools in Chile

Autor/inn/en	Becerra-Lubies, Rukmini; Varghese, Manka
Titel	Expansive Learning in Teachers' Professional Development: A Case Study of Intercultural and Bilingual Preschools in Chile
Quelle	In: International Journal of Bilingual Education and Bilingualism, 22 (2019) 8, S.940-957 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2017.1325832
Schlagwörter	Faculty Development; Preschool Teachers; American Indians; Learning Processes; Multicultural Education; Bilingual Education Programs; Preschool Education; Ethnography; Metropolitan Areas; Foreign Countries; Educational Objectives; Rural to Urban Migration; History; Foreign Policy; American Indian Students; American Indian Languages; Native Language; Spanish; Teacher Attitudes; Administrator Attitudes; Chile + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; American Indian; Indianer; Learning process; Lernprozess; Multikulturelle Erziehung; Ethnografie; Ballungsraum; Ausland; Educational objective; Bildungsziel; Erziehungsziel; Landflucht; Geschichte; Geschichtsdarstellung; Außenpolitik; Spanisch; Lehrerverhalten
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01