Challenges to initial teacher training in school coexistence

Abstract

Initial teacher training is considered as a key instance to articulate the educational policies of school coexistence with the professional teaching practice. This research aimed to identify the challenges faced by Chilean initial teacher training in the field of school coexistence. Methodologically, teacher educators from different levels of the system were interviewed in depth and a qualitative analysis of the content of the collected information was carried out. The results suggest the incorporation of school coexistence as a relevant area in the curriculum of the initial teacher training. The formative challenges that arise are: conceptual development in school coexistence, diversity and education, mistreatment, violence and conflict approach, classroom climate, socio-emotional skills and collaborative work. Curricular strategies for the implementation and cultural transformations necessary to sustain the process are proposed. It is expected that these challenges contribute to the development of public policies and concrete training proposals for the field.