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New Intercultural Bilingual Education Teacher Preparation Curriculum: Opportunities and Challenges to Reduce Educational Inequities in Peru

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Title: New Intercultural Bilingual Education Teacher Preparation Curriculum: Opportunities and Challenges to Reduce Educational Inequities in Peru
Language: English
Authors: Giovanna Moreano Villena (ORCID 0000-0003-3289-497X), Claudia Danielle Zegarra Pérez (ORCID 0009-0002-9168-7911), Yina Miliza Rivera Brios (ORCID 0000-0002-8302-204X)
Source: Education Policy Analysis Archives. 2026 34(4).
Availability: Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Peer Reviewed: Y
Page Count: 23
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Bilingual Education, Preservice Teacher Education, Teacher Education Curriculum, Foreign Countries, Curriculum Implementation, Curriculum Development, Multicultural Education, Alignment (Education), Teacher Educators, Interdisciplinary Approach, Older Adults, Competency Based Teacher Education, Administrators, Government Employees
Geographic Terms: Peru
ISSN: 1068-2341
Abstract: This study employs an actor-centered approach to curriculum implementation, examining the perspectives of teacher educators, administrators, and public servants from Peru's Ministry of Education who are involved in implementing the new Initial Teacher Education for Intercultural Bilingual Education (ITE-IBE) curriculum. It examines how these actors perceive the innovations in the curriculum and the challenges they encounter within their institutional settings. Although interviewees acknowledged the alignment between the new ITE-IBE curriculum and the basic education curriculum (at the primary and secondary levels), they also noted limitations in addressing cultural diversity and applying a competency-based model. In addition, they reported that weak inter-institutional collaboration, limited funding for the practice and research component, and high teacher educator turnover--due to low salaries--have hindered successful implementation. The curricular reform faces similar obstacles to those encountered in earlier efforts to implement competency-based approaches in basic education, particularly in adapting to the specific needs of Indigenous students and their communities. The study highlights the importance of sustained institutional support, adequate funding, and a more nuanced understanding of the diverse realities that shape IBE teacher preparation in Peru.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500572
Database: ERIC
FullText Text:
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  Data: New Intercultural Bilingual Education Teacher Preparation Curriculum: Opportunities and Challenges to Reduce Educational Inequities in Peru
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  Data: <searchLink fieldCode="AR" term="%22Giovanna+Moreano+Villena%22">Giovanna Moreano Villena</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3289-497X">0000-0003-3289-497X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Claudia+Danielle+Zegarra+Pérez%22">Claudia Danielle Zegarra Pérez</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-9168-7911">0009-0002-9168-7911</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yina+Miliza+Rivera+Brios%22">Yina Miliza Rivera Brios</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8302-204X">0000-0002-8302-204X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Education+Policy+Analysis+Archives%22"><i>Education Policy Analysis Archives</i></searchLink>. 2026 34(4).
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  Data: Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
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  Data: 23
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  Data: <searchLink fieldCode="DE" term="%22Bilingual+Education%22">Bilingual Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Curriculum%22">Teacher Education Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Implementation%22">Curriculum Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Multicultural+Education%22">Multicultural Education</searchLink><br /><searchLink fieldCode="DE" term="%22Alignment+%28Education%29%22">Alignment (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Older+Adults%22">Older Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Competency+Based+Teacher+Education%22">Competency Based Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Administrators%22">Administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Government+Employees%22">Government Employees</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Peru%22">Peru</searchLink>
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  Data: 1068-2341
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  Label: Abstract
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  Data: This study employs an actor-centered approach to curriculum implementation, examining the perspectives of teacher educators, administrators, and public servants from Peru's Ministry of Education who are involved in implementing the new Initial Teacher Education for Intercultural Bilingual Education (ITE-IBE) curriculum. It examines how these actors perceive the innovations in the curriculum and the challenges they encounter within their institutional settings. Although interviewees acknowledged the alignment between the new ITE-IBE curriculum and the basic education curriculum (at the primary and secondary levels), they also noted limitations in addressing cultural diversity and applying a competency-based model. In addition, they reported that weak inter-institutional collaboration, limited funding for the practice and research component, and high teacher educator turnover--due to low salaries--have hindered successful implementation. The curricular reform faces similar obstacles to those encountered in earlier efforts to implement competency-based approaches in basic education, particularly in adapting to the specific needs of Indigenous students and their communities. The study highlights the importance of sustained institutional support, adequate funding, and a more nuanced understanding of the diverse realities that shape IBE teacher preparation in Peru.
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  Data: 2026
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  Data: EJ1500572
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  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
    Subjects:
      – SubjectFull: Bilingual Education
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Teacher Education Curriculum
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Curriculum Implementation
        Type: general
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Multicultural Education
        Type: general
      – SubjectFull: Alignment (Education)
        Type: general
      – SubjectFull: Teacher Educators
        Type: general
      – SubjectFull: Interdisciplinary Approach
        Type: general
      – SubjectFull: Older Adults
        Type: general
      – SubjectFull: Competency Based Teacher Education
        Type: general
      – SubjectFull: Administrators
        Type: general
      – SubjectFull: Government Employees
        Type: general
      – SubjectFull: Peru
        Type: general
    Titles:
      – TitleFull: New Intercultural Bilingual Education Teacher Preparation Curriculum: Opportunities and Challenges to Reduce Educational Inequities in Peru
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            NameFull: Giovanna Moreano Villena
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            NameFull: Claudia Danielle Zegarra Pérez
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            NameFull: Yina Miliza Rivera Brios
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              Type: published
              Y: 2026
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            – TitleFull: Education Policy Analysis Archives
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