What Beliefs Do Chilean Student Teachers, In-Service Teachers, and Teacher Educators Hold About Poverty?

Authors

DOI:

https://doi.org/10.15359/ree.21-1.17

Keywords:

Beliefs, teachers, poverty, literacy, mathematics, Chile

Abstract

The systematic failure of low socioeconomic levelchildren at school is a shared concern. What is the role of teachers and other involved individuals’ beliefs in maintaining this failure? This research answers the question: Are there differences in the beliefs between student teachers, in-service teachers, and Chilean teacher educators about the teaching and learning of literacy, and early math in the context of poverty? A questionnaire with two open questions and two Likert scales were applied to 265 student teachers, 66 in-service teachers and 25 teacher educators. With qualitative data, some descriptions were organized as “visions”; and with quantitative data, conglomerates and ANOVA were analyzed, based on Z scores. The results show: 1) negative view on school, children, and vulnerable families, 2) good teacher vision centered in affective-motivational features, 3) negative view on the family context shared to the whole sample, 4) over 70% had an intermediate vision on literacy beliefs and 50% on initial mathematics beliefs, 6) complex vision was the less present, 7) in-service teachers had the most stereotypical views regarding vulnerable schools, 8) only between 10% and 30% of teacher educators had complex beliefs. These results inform teacher education institutions about the beliefs and actors to whom their strategies for change should target.

Author Biography

Viviana de Lourdes Gomez-Nocetti, Pontificia Universidad Católica de Chile

Doctora en Psicología Evolutiva y del Aprendizaje Escolar de la Pontificia Universidad Católica de Chile. Se desempeña actualmente como profesora asociada en el campus Villarrica. Anteriormente se desempeñó durante 20 años en la Facultad de Educación, donde realizó docencia en pre-grado, magister y doctorado en el área de educación. Además, ha sido jefa del Departamento de Psicopedagogía y subdirectora de Investigación en dicha Facultad. Actualmente dicta asignaturas de aprendizaje y desarrollo en la carrera de Pedagogía en Educación Parvularia. También desarrolla numerosos proyectos de investigación con fondos concursables a nivel nacional. Ha sido editora de sección de la revista Infancia y Aprendizaje y revisora de las revistas Teaching and Teacher Education; The Teacher Educator y Estudios Pedagógicos. Actualmente es la directora del Grupo de Estudio en Educación del Programa Fondecyt de Conicyt. Posee publicaciones en revistas de corriente principal nacionales e internacionales; también ha escrito 3 capítulos de libro en coautoría.

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Published

2017-01-01

How to Cite

What Beliefs Do Chilean Student Teachers, In-Service Teachers, and Teacher Educators Hold About Poverty? (V. de L. Gomez-Nocetti , Trans.). (2017). Revista Electrónica Educare, 21(1), 1-24. https://doi.org/10.15359/ree.21-1.17

Issue

Section

Journal Articles (Peer Reviewed Section)

How to Cite

What Beliefs Do Chilean Student Teachers, In-Service Teachers, and Teacher Educators Hold About Poverty? (V. de L. Gomez-Nocetti , Trans.). (2017). Revista Electrónica Educare, 21(1), 1-24. https://doi.org/10.15359/ree.21-1.17

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