Browsing by Author "González Vallejos, María Paz"

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    ¿Cómo mejorar las prácticas progresivas en la formación inicial docente? Sugerencias de distintos actores.
    (2023) Gómez Nocetti, Viviana De Lourdes; González Vallejos, María Paz; Gómez Zaccarelli, Florencia Sofía; Guzmán Córdova, Pilar; Red de Estudios Latinoamericanos en Educación y Pedagogía (RELEP)
    Buscando coincidencia entre actores, se solicitó a los coordinadores de práctica, a los supervisores y a los estudiantes en proceso de prácticas de cinco universidades chilenas, acerca de sus sugerencias para mejorar las prácticas progresivas que les ofrecen los programas de formación. La técnica de análisis temático permitió reconocer las principales áreas de preocupación, encontrando coincidencias respecto a la elección de centros, una progresión más clara y formación de supervisores y mentores.
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    Creencias y oportunidades de aprendizaje en la práctica educativa en contextos de pobreza
    (2014) Gómez Nocetti, Viviana; Muñoz Valenzuela, Carla; Silva Peña, Ilich Antonio; González Vallejos, María Paz; Guerra Zamora, Paula Francisca; Valenzuela Carreño, Jorge
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    Explorando el cambio epistemológico y conceptual en la formación inicial de profesores en distintos contextos universitarios
    (Alvimpress, 2010) Gómez Nocetti, Viviana De Lourdes; Guerra Zamora, Paula Francisca; González Vallejos, María Paz; Centro de Estudios, Ministerio de Educación; Pontificia Universidad Católica de Chile
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    Teachers’ beliefs about poverty: a barrier we must face
    (IntechOpen Limited, 2022) Gómez Nocetti, Viviana; González Vallejos, María Paz; Gutiérrez Rivera, Pablo Sebastián
    The poorest children have the lowest educational results, which the neoliberal model has deepened. The State transferred its responsibility to private and municipalities through supply subsidies, but the amount did not ensure quality. To solve this problem, it provides an additional subsidy for each “priority” child, demanding accountability, but with high institutional and individual consequences. But the gap remains, and teachers are held accountable for these low results. The literature shows that teachers hold beliefs that prevent them from dealing constructively with this reality. Beliefs about poverty were investigated by asking 828 teachers from low and lower-middle SES schools with standardized test scores above and below the average of similar schools to point out four characteristics of vulnerable schools. The data were analyzed by means of thematic and semantic field analysis. A shared narrative was found, independent of the type of school, attributing failure to the degraded context that surrounds it, from which the families and children come. Neoliberal policies based on accountability have intensified the work of the teacher and the constant threat has led them to self-defense. There is an urgent need to change the approach if opportunities for the poorest children are to be improved.