Revista Panamericana de Pedagogía

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    Significados y prácticas docentes en torno a la equidad en aulas normalistas
    (Universidad Panamericana, Escuela de Pedagogía, 2021-01-02)
    Loza Jiménez, María Guadalupe
    ;
    Gaeta González, Martha Leticia
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    Equity in education refers to the ability to consider the unequal situation of students and their families, communities, and schools and offer special support to those who require it so that the largest number of students achieve educational objectives. One of the main drivers of educational equity is teachers, so it is essential to strengthening their training, allowing them to understand students’ diversity and, if necessary, their families. This research aims to describe the meanings and practices of Normalist teachers on equity in teacher training. The theoretical foundation is based on the conceptualization of equity in Aristotle’s Nicomachean Ethics and linked to a necessary exercise in current education. It is a qualitative study that, from action research, collects the thoughts of a group of eleven full-time teachers, members of academic bodies of a Normal school in the State of Puebla, Mexico. From a semi-structu-red interview, data show us that most teachers know the meaning and take on behaviors to promote equity in the classroom. However, concrete actions are required in collegiate for a regular practice, which favors teachers’ integral development in training.
      6  107
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    Interplay between deficit ideologies and leaders’ self-efficacy in dropout prevention: a case study of U.S. urban high school principals
    (Universidad Panamericana, Escuela de Pedagogía, 2020-01-26)
    Wooldridge, Toron
    ;
    Torres, Mario S.
    ;
    Madsen, Jean
    ;
    Fahrenwald, Carl
    ;
    Holley, Susan P.
    Researchers examined principals’ perceptions of their abilities and efforts to prevent dropouts in their diverse high schools. Two concepts, self-efficacy and deficit thinking, were used to frame principals’ beliefs. A large urban school district in the southwest region of the country served as the backdrop. The student population was exceptionally diverse. Three high school principals having diverse backgrounds participated. However, in general, the principals interpreted the problem through the lens of their personal background. A sense of empathy was noted throughout their commentaries. A sense of empathy emerged throughout their commentary. Implications for school leaders are discussed
      2  69