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Recent Submissions
- ItemA Water of a Hundred Eyes: Reconfiguring Liquidity in Recent Chilean Contemporary Art(2020) Halart, Sophie Cecile Marie
- ItemParched Rituals: Performing Lament and the Hydrocommons in the Central Valley(Amherst College Press, 2023) Halart, Sophie Cecile Marie
- ItemExperimental and Numerical Assessment of the In-Plane Behaviour of PG-RM Walls with Openings(Springer, 2025) Vargas Carvajal, Laura Andrea; Sandoval Mandujano, Cristian; Bertolesi, Elisa; Tarque, Nicola; Calderón, SebastiánThis paper investigates how openings affect the in-plane response of partially grouted masonry (PG-RM) walls. The effect of the openings was assessed regarding shear capacity and failure mode through the cyclic test of four façadetype walls constructed with different opening sizes and with and without asymmetry. The results show that the shear capacity decreases with the opening’s height or width increment. It is also observed that geometric asymmetry generates differences between the lateral resistances of both in-plane loading directions. In addition, a two-dimensional finite element macro model using Abaqus was validated against the experimental results. The numerical strategy implemented satisfactorily represented the shear strength and failure mode of the tested walls. Considering the high complexity of representing the PG-RM behaviour, the proposed model is suitable for reproducing the PG-RM walls’ shear resistance and could be subsequently used further to investigate the effect of openings with different configurations.
- ItemNavigating the challenges and opportunities for equipping pre-service English language teachers for diverse classrooms(Taylor and Francis, 2024) Veliz, L.; Barahona, Malba; Darwin, S.This chapter reports on research designed to analyse the views and attitudes of a group of 12 Chilean pre-service teachers (PSTs) of English towards inclusive pedagogies, and to critically examine their perceived levels of professional responsibility for diversity as experienced during teaching placements. Using a qualitative methodology, data were collected through semi-structured interviews with PSTs from four Chilean universities. The interviews were structured around three main dimensions: (i) the role of English language teacher education programmes in preparing teachers for diverse contexts, (ii) the candidates’ pedagogical readiness and pedagogical responsibility for diversity, and (iii) the challenges and opportunities encountered during school placements. Analysis of the interview data revealed that while PSTs showed a great sense of pedagogical responsibility and recognition of the value of initial teacher education programmes in providing grounding for diverse contexts, they expressed a sense of limited pedagogical preparedness to meet the needs of increasingly culturally and linguistically diverse language learning classrooms. Further, the findings suggested that attempts to enact inclusive pedagogies during placements are constrained by the persistent drives of neoliberal ideologies for accountability, standardisation, and a continuing narrowing of curriculum focus.
- ItemAfterword charting the path forward: Teacher education, practice, and pedagogy(Taylor and Francis, 2024) Veliz, L.; Barahona, Malba; Darwin, S.As we conclude this volume, it is useful to critically reflect on the analytical journey we have undertaken throughout these 14 chapters. This book sought not only to provide a critical examination of the contemporary state of English language teaching (ELT) and teacher education in Chile but also to engage in a deeper and more meaningful dialogue about the possibilities for transformative practice in this vital and largely unexplored educational space in the country.