Stories of the social outbreak in Chile: event and initial teacher training as a narrative experience
DOI:
https://doi.org/10.24310/mgnmar.v1i3.9497Keywords:
teacher training, narrative inquiry, eventAbstract
This article arises from the practice of a narrative pedagogy (Contreras, Qulies-Fernández y Paredes, 2019), and focuses on the development of pedagogical knowledge of teachers and students participating in a workshop course in the context of an initial teacher training program. The training process is intertwined and affected by the so-called "Social Outbreak" produced in Chile in October 2019.
The reflections, dialogues and stories produced in the context of the course are (re) elaborated by the teachers in charge of it from a narrative inquiry approach, who co-construct a meta-account of the pedagogical training experience. The emotions, reflections and resonances produced by this reciprocal affectation between event - social outbreak - and pedagogical formation, configure the argumentative line of this article, which investigates the biographical trajectories of those who participate, the experience of pedagogical transformation in the emotional connection with the students and the possibilities of developing professional capacities based on a pedagogical sensitivity in initial training.
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