Propiciar la Inclusión desde la Asignatura ‘Inglés’ en la Escuela Secundaria en Argentina: Desafíos y Posibilidades para la Formación Docente Inicial.
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| Title: | Propiciar la Inclusión desde la Asignatura ‘Inglés’ en la Escuela Secundaria en Argentina: Desafíos y Posibilidades para la Formación Docente Inicial. |
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| Alternate Title: | Promoting inclusion in the English language class in Argentine secondary education: Challenges and opportunities for initial teacher education. Promovendo a inclusão na matéria de Inglês das escolas da Argentina: Desafios e possibilidades para a formação inicial de professores. |
| Authors: | San Martín, María Gimena1 gimena.sanmartin@unc.edu.ar, Sacchi, Fabiana2 fsacchi@hum.unrc.edu.ar, Porto, Melina3 melinaporto@conicet.gov.ar, Banegas, Dario Luis4 Dario.Banegas@ed.ac.uk |
| Source: | Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas. 2/24/2026, Vol. 34 Issue 17-23, p1-27. 27p. |
| Subject Terms: | *Teacher education, *Secondary education, *Professional education, *Curriculum planning, *English language education, Social justice, Participation |
| Abstract (English): | This study aimed to promote a social justice and inclusion agenda in initial English language teacher education. Framed within a collaborative action research project conducted in 2022–2023 in state secondary schools in two Argentine cities, it seeks to answer the following research question: How can designing teaching materials for English language teaching in Argentine state secondary schools contribute to preparing future teachers for inclusion and social justice? Findings indicate that the participants—pre-service English language teachers—perceived themselves as advocates for social justice and inclusion through their situated pedagogical practices. They decided to redesign the English language curriculum to foster social inclusion through: (a) context-responsive teaching materials; (b) linguistically and culturally relevant pedagogies; and (c) local activism projects. The synergy between participants’ conceptualisations, reflections, and actions fostered and guided processes of critical agency and professional development for inclusion within initial English language teacher education. This study has implications for teacher education programmes, continuing professional development, and educational policy. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Esta investigación se propuso vehiculizar una agenda de justicia social e inclusión desde la formación docente inicial del futuro profesorado de inglés. A partir de una investigaciónacción colaborativa llevada a cabo en 2022–2023 en escuelas secundarias públicas en dos ciudades de Argentina, se intenta responder la siguiente pregunta de investigación: ¿cómo puede contribuir el diseño de materiales didácticos para la enseñanza de inglés en la escuela secundaria pública en Argentina a la preparación de futuro profesorado para la inclusión y la justicia social? Los resultados indican que las participantes—profesoras de inglés en formación—se veían a sí mismas como defensoras de la justicia social y la inclusión a través de sus prácticas pedagógicas situadas. Decidieron rediseñar el currículo de la asignatura Inglés para propiciar la inclusión social a través de: a) materiales didácticos situados; b) pedagogías relevantes desde el punto de vista lingüístico y cultural, y c) proyectos de activismo. La sinergia entre las conceptualizaciones, reflexiones y acciones de las participantes impulsó y guio procesos de agencia crítica y desarrollo profesional para la inclusión en la formación docente inicial en la enseñanza del inglés. Este estudio tiene implicancias para programas de formación docente, desarrollo profesional continuo y políticas educativas. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Esta pesquisa teve como objetivo promover uma agenda de justiça social e inclusão na formação inicial de professores de inglês. A partir de uma pesquisa-ação colaborativa realizada em 2022–2023 em escolas públicas de duas cidades da Argentina, buscou-se responder à seguinte pergunta de pesquisa: Como a criação de materiais didáticos de inglês para o ensino fundamental 2 e para o ensino médio de escolas públicas na Argentina pode contribuir com a preparação de futuros professores para a inclusão e a justiça social? Os resultados indicam que as participantes—professoras de inglês em formação—se enxergavam como defensoras da justiça social e da inclusão por meio de suas práticas pedagógicas situadas. Elas decidiram redesenhar o Programa de Ensino da matéria de Inglês para promover a inclusão social por meio de: (a) materiais didáticos contextualizados; (b) pedagogias linguística e culturalmente relevantes; e (c) projetos de ativismo. A sinergia entre as conceitualizações, reflexões e ações das participantes impulsionou e orientou processos de agência crítica e desenvolvimento profissional voltados para a inclusão na formação inicial de professores de inglês. Este estudo traz implicações para programas de formação docente, desenvolvimento profissional contínuo e políticas educacionais. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | This study aimed to promote a social justice and inclusion agenda in initial English language teacher education. Framed within a collaborative action research project conducted in 2022–2023 in state secondary schools in two Argentine cities, it seeks to answer the following research question: How can designing teaching materials for English language teaching in Argentine state secondary schools contribute to preparing future teachers for inclusion and social justice? Findings indicate that the participants—pre-service English language teachers—perceived themselves as advocates for social justice and inclusion through their situated pedagogical practices. They decided to redesign the English language curriculum to foster social inclusion through: (a) context-responsive teaching materials; (b) linguistically and culturally relevant pedagogies; and (c) local activism projects. The synergy between participants’ conceptualisations, reflections, and actions fostered and guided processes of critical agency and professional development for inclusion within initial English language teacher education. This study has implications for teacher education programmes, continuing professional development, and educational policy. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10682341 |
| DOI: | 10.14507/epaa.34.8968 |
