Educating in socially vulnerable environments: the value of teacher’s training

• Main Authors: Laura Beatriz Oros, María Soledad Menghi, María Cristina Richaud, María Ghiglione
• Format: Article
• Language: Spanish
• Published: Universidad de La Rioja 2014-11-01
• Series: Contextos Educativos: Revista de Educación
• Subjects: Profesión docente, programa de formación, investigación empírica, vulnerabilidad social
• Online Access: https://publicaciones.unirioja.es/ojs/index.php/contextos/article/view/2626
• ISSN: 1575-023X; 1695-5714

Assuming that teachers who work with marginalized populations need appropriate knowledge and strategies based on educational psychology to promote, effectively, learning in this group of children, a teacher’s training proposal was developed. It was based on the following objectives: (a) increase teachers knowledge about social and emotional needs in children at risk; (b) generate awareness of the importance of attending this needs in the learning process and in the consolidation of the knowledge proposed by the designed curriculum; (c) instruct teachers in the implementation of concrete actions to strengthen the resources that optimize learning; and (d) train teachers as multiplier agents to transfer to the rest of the educative staff this acquired knowledge and practices. The purpose of this paper is a descriptive analysis of the teachers’ opinions about the utility value of the implemented training. This study was developed with a sample of 83 teachers of the kindergarten and primary levels, who participated in the training, executed in the provinces of Entre Rios,Santa FeandBuenos Aires,Argentina. An Assessment Questionnaire developed ad hoc (a = 0.96) was used, whereby was found favorable evidence about the value of implementing these instances of teacher’s training in the practice of teaching in socially vulnerable enviroments.