The ethical implications of teacher educators in an intercultural institution: discourses on practice
Abstract
This article presents an analysis axis of a major research project entitled New perspectives in teacher training in the field of indigenous education in Mexico. The goal of this axis was to investigate the ethical implications that teaching training practices demand in a bilingual and intercultural school context. The methodology utilized a qualitative approach and involved in-depth interviews, through which the reflections of teachers were identified in regards to their commitments and orientations towards their teaching work from a bilingual and intercultural perspective. This writing aims to recover some of the ideas raised by teachers regarding an ethical-pedagogical positioning from which they develop their practices. The results allow us to identify elements that guide their work and give meaning to their professional identity based on a positioning that recognizes cultural and linguistic self-identity.
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