Navigating the challenges and opportunities for equipping pre-service English language teachers for diverse classrooms

Simple item page
dc.catalogadoraba
dc.contributor.authorVeliz, L.
dc.contributor.authorBarahona, Malba
dc.contributor.authorDarwin, S.
dc.date.accessioned2025-04-01T16:10:35Z
dc.date.available2025-04-01T16:10:35Z
dc.date.issued2024
dc.description.abstractThis 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.
dc.format.extent15 páginas
dc.fuente.origenORCID
dc.identifier.doi10.4324/9781003482550-6
dc.identifier.eisbn9781003482550
dc.identifier.isbn9781032773377
dc.identifier.scopusid2-s2.0-85208519316
dc.identifier.urihttps://doi.org/10.4324/9781003482550-6
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/103095
dc.information.autorucFacultad de Educación; Barahona, Malba; 0000-0003-4587-5794; 1139416
dc.language.isoen
dc.lugar.publicacionLondon, England
dc.nota.accesocontenido parcial
dc.pagina.final71
dc.pagina.inicio57
dc.publisherTaylor and Francis
dc.relation.ispartofCritiquing the teaching and learning of English in Chile: Challenges and opportunities for transformative practice
dc.rightsacceso restringido
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleNavigating the challenges and opportunities for equipping pre-service English language teachers for diverse classrooms
dc.typecapítulo de libro
sipa.codpersvinculados1139416
sipa.trazabilidadORCID;2025-03-03
Files
Collections
Capítulos de libros