Significados y prácticas docentes en torno a la equidad en aulas normalistas
Journal
Revista Panamericana de Pedagogía
Publisher
Universidad Panamericana, Escuela de Pedagogía
Date Issued
2021-01-02
Author(s)
Loza Jiménez, María Guadalupe
Gaeta González, Martha Leticia
Type
Resource Types::text::Non-primary product
Abstract
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.
License
Acceso Abierto
How to cite
Loza Jiménez, M. G., y Gaeta González, M. L. (2021). Significados y prácticas docentes en torno a la equidad en aulas normalistas, Revista Panamericana de Pedagogía, (31), 79-97. https://doi.org/10.21555/rpp.v0i31.2120
Table of contents
Introducción -- Referentes teóricos -- Definición de equidad -- Equidad educativa -- Equidad en la formación docente Metodología -- Resultados