Training, Social and Educational Trajectories of Teachers in School Reintegration Programs in Chile

Authors

DOI:

https://doi.org/10.4067/S0718-73782024000200059

Keywords:

Trajectories, Professional identity, Reintegration, Biographies, Narrative

Abstract

This article examines the professional careers of teachers working in different school reintegration and reentry programs within a training context where teachers are not equipped with tools for working in contexts of social and school exclusion and with students with difficulties in their trajectories of school. The research, with a biographical-narrative approach, is based on the experiences of eighteen teachers to understand educational conceptions and practices in school reintegration and reentry programs in Chile. A key finding is the particular analogy that these professionals establish between their personal experiences in contexts of inequality and what their students experience, which, in many cases, reaffirms their reasons for studying pedagogy and working in these programs. In addition, these professionals highlight specific pedagogical links and practices in these environments. It is concluded that the professional biographies of these teachers play a central role in their training and professional performance.

Author Biographies

Cristian Rozas Vidal, Universidad de Santiago de Chile

Degree in Sociology from the Academia de Humanismo Cristiano University, Chile and PhD in Social Anthropology from the Complutense University of Madrid. During the academic year 2020-2023 he was a technical teaching advisor in the FONDEF-USACH project ID21I10061: ‘Professional training model for teachers working in educational reinsertion and re-entry programmes’. He is currently a research assistant in the Fondecyt Regular Project N°1230896: ‘Comprehensive approach to the links between vulnerability policies, schooling and production of subjectivity: analysis of school reinsertion processes’. He also teaches the subjects of theory and sociology of education at the University of Santiago de Chile, as well as intercultural education in the master's degree in inclusive education at the Central University of Chile.

Sylvia Contreras-Salinas, Universidad de Santiago de Chile

PhD in pedagogy of socio-cultural diversity from the Complutense University of Madrid, Master's Degree in Education with a specialisation in Curriculum and Evaluation. Sociologist and Teacher of Special Education. She has worked as a teacher and researcher in several Chilean universities. She currently works in the Department of Education at the University of Santiago de Chile. Research interests: knowledge, migration, gender, education. 

Constanza Herrera-Seda, Universidad de Santiago de Chile

Academic at the Department of Education, Faculty of Humanities, University of Santiago de Chile. Psychologist, Master in Social Research and Development, and PhD in Psychology from the University of Concepción (Chile). Her work is oriented towards the training of teachers and professionals in the area of undergraduate and postgraduate education, as well as the development of research projects, innovation and linking with the environment in the area of education. Her main area of research is in teacher training to address the challenge of educational inclusion, considering teachers in initial training, practising teachers in schools and teacher trainers.

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Published

2024-12-01

How to Cite

Rozas Vidal, C., Contreras-Salinas, S., & Herrera-Seda, C. (2024). Training, Social and Educational Trajectories of Teachers in School Reintegration Programs in Chile. Latin American Journal of Inclusive Education, 18(2), 59–79. https://doi.org/10.4067/S0718-73782024000200059

Issue

Vol. 18 No. 2 (2024): School Reinsertion and Re-entry: Challenges for Inclusive Education

Section

Sección Temática

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Copyright (c) 2024 Latin American Journal of Inclusive Education

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