When the Invisible Makes Inequity Visible: Chilean Teacher Education in COVID-19 Times
Although there is high inequity in the Chilean education system, the sanitary situation as a result of the COVID-19 pandemic has repositioned the debate about inequity in teacher education. We explored the following two questions: what are the (new) inequities highlighted in teacher education during...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-05-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/12/5/360 |
| _version_ | 1797500281743736832 |
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| author | María Beatriz Fernández Ilich Silva-Peña Loreto Fernández Catalina Cuenca |
| author_facet | María Beatriz Fernández Ilich Silva-Peña Loreto Fernández Catalina Cuenca |
| author_sort | María Beatriz Fernández |
| collection | DOAJ |
| description | Although there is high inequity in the Chilean education system, the sanitary situation as a result of the COVID-19 pandemic has repositioned the debate about inequity in teacher education. We explored the following two questions: what are the (new) inequities highlighted in teacher education during the pandemic in Chile? What can we learn from teacher educators’ responses to these issues? Using content analysis, we analyzed interviews held with 16 teacher educators from four different programs across the country. Findings show that the pandemic makes unequal pre-service teachers’ living and studying conditions visible, becoming a source of stress but also an opportunity to rethink program support. Teacher educators’ responses to inequity were based on a distributive and/or recognition perspective of justice, mediated by program resources and characteristics. We identified difficulties in achieving justice of participation by teacher educators in this context, influenced by scarce program resources or a sense of urgency. Conclusions highlighted the role of teacher education in addressing students’ inequities and the importance of remaining vigilant about these issues in the aftermath of the pandemic, keeping them visible. |
| first_indexed | 2024-03-10T03:59:40Z |
| format | Article |
| id | doaj.art-1dd6dd3b189845d58ce7a35b03056626 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T03:59:40Z |
| publishDate | 2022-05-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-1dd6dd3b189845d58ce7a35b030566262023-11-23T10:46:10ZengMDPI AGEducation Sciences2227-71022022-05-0112536010.3390/educsci12050360When the Invisible Makes Inequity Visible: Chilean Teacher Education in COVID-19 TimesMaría Beatriz Fernández0Ilich Silva-Peña1Loreto Fernández2Catalina Cuenca3Center for Advanced Research in Education (CIAE), Institute of Advanced Studies in Education, University of Chile, Santiago 8330014, ChileInstituto Interuniversitario de Investigación Educativa (IESED), Departamento de Educación, Universidad de Los Lagos, Osorno 5290000, ChileFaculty of Education, Diego Portales University, Santiago 8370067, ChileFaculty of Education, Diego Portales University, Santiago 8370067, ChileAlthough there is high inequity in the Chilean education system, the sanitary situation as a result of the COVID-19 pandemic has repositioned the debate about inequity in teacher education. We explored the following two questions: what are the (new) inequities highlighted in teacher education during the pandemic in Chile? What can we learn from teacher educators’ responses to these issues? Using content analysis, we analyzed interviews held with 16 teacher educators from four different programs across the country. Findings show that the pandemic makes unequal pre-service teachers’ living and studying conditions visible, becoming a source of stress but also an opportunity to rethink program support. Teacher educators’ responses to inequity were based on a distributive and/or recognition perspective of justice, mediated by program resources and characteristics. We identified difficulties in achieving justice of participation by teacher educators in this context, influenced by scarce program resources or a sense of urgency. Conclusions highlighted the role of teacher education in addressing students’ inequities and the importance of remaining vigilant about these issues in the aftermath of the pandemic, keeping them visible.https://www.mdpi.com/2227-7102/12/5/360teacher educationsocial justiceCOVID-19 |
| spellingShingle | María Beatriz Fernández Ilich Silva-Peña Loreto Fernández Catalina Cuenca When the Invisible Makes Inequity Visible: Chilean Teacher Education in COVID-19 Times Education Sciences teacher education social justice COVID-19 |
| title | When the Invisible Makes Inequity Visible: Chilean Teacher Education in COVID-19 Times |
| title_full | When the Invisible Makes Inequity Visible: Chilean Teacher Education in COVID-19 Times |
| title_fullStr | When the Invisible Makes Inequity Visible: Chilean Teacher Education in COVID-19 Times |
| title_full_unstemmed | When the Invisible Makes Inequity Visible: Chilean Teacher Education in COVID-19 Times |
| title_short | When the Invisible Makes Inequity Visible: Chilean Teacher Education in COVID-19 Times |
| title_sort | when the invisible makes inequity visible chilean teacher education in covid 19 times |
| topic | teacher education social justice COVID-19 |
| url | https://www.mdpi.com/2227-7102/12/5/360 |
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