Initial Teachers Training in School Coexistence: Practices, Strategies, and Theme

Abstract

Learning to live together is a dimension of education and a pedagogical responsibility for teachers. However, there is still a lack of tools and teacher education in this area. This study explores the strategies and teaching practices used in initial teacher education for living together. Ten in-depth interviews with teacher educators working in two Santiago de Chile universities are analyzed qualitatively. The findings support the perception of insufficiency and disarticulation of the training for living together. Emergingpedagogical practices and strategies were evidenced in the subjects (theoretical formation and didactic methods) and professional practices in the school environment (practice and supervision workshop). In the end, topics of interest in teacher education are surveyed: classroom climate management, student diversity, abuse and school violence, the collaboration between teachers and other adults in the community, and analysis of educational policies. These findings are expected to contribute to constructing a teacher education curriculum.