Ecuador's Goals for Equity and Inclusivity: In-Service Teachers' Perspectives
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| Title: | Ecuador's Goals for Equity and Inclusivity: In-Service Teachers' Perspectives |
|---|---|
| Language: | English |
| Authors: | Ximena D. Burgin (ORCID |
| Source: | Policy Futures in Education. 2025 23(8):1522-1536. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Foreign Countries, Equal Education, Inclusion, Teacher Attitudes, Elementary Secondary Education, Educational Change, Educational Improvement, Instruction, Student Evaluation, Holistic Approach, Barriers |
| Geographic Terms: | Ecuador |
| DOI: | 10.1177/14782103251374376 |
| ISSN: | 1478-2103 |
| Abstract: | This study examines the perspectives of 45 Ecuadorian in-service teachers on recent educational reforms designed to foster vital and integral skills in K-12 students. Through focus group discussions, three themes emerged: pedagogy, assessment, and the whole-child approach. Teachers acknowledged the benefits of innovations such as the inclusion of transversal subjects, elective courses, and social-emotional learning and pointed out challenges related to teacher training, resource distribution, and implementation. Findings evidenced support for the transition to qualitative assessments and trimester schedules, but teachers expressed concerns regarding workload, subjectivity, and the integration of emotional learning surfaced. Data analysis suggests the reforms hold promise related to implementation of the whole-child approach, but their success depends on training, resources, and guidance to ensure effective and equitable implementation. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491230 |
| Database: | ERIC |
| Abstract: | This study examines the perspectives of 45 Ecuadorian in-service teachers on recent educational reforms designed to foster vital and integral skills in K-12 students. Through focus group discussions, three themes emerged: pedagogy, assessment, and the whole-child approach. Teachers acknowledged the benefits of innovations such as the inclusion of transversal subjects, elective courses, and social-emotional learning and pointed out challenges related to teacher training, resource distribution, and implementation. Findings evidenced support for the transition to qualitative assessments and trimester schedules, but teachers expressed concerns regarding workload, subjectivity, and the integration of emotional learning surfaced. Data analysis suggests the reforms hold promise related to implementation of the whole-child approach, but their success depends on training, resources, and guidance to ensure effective and equitable implementation. |
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| ISSN: | 1478-2103 |
| DOI: | 10.1177/14782103251374376 |
