Open AccessExploring the lived experience of one Rural Teacher in Indigenous context in Chilean Northern Territory: A narrative inquiry
Author(s) -
Angela Baeza
Publication year - 2019
Publication title -
international journal of critical indigenous studies
Language(s) - English
Resource type - Journals
ISSN - 1837-0144
DOI - 10.5204/ijcis.v11i1.1100
Subject(s) - indigenous , context (archaeology) , narrative , pedagogy , teacher education , narrative inquiry , face (sociological concept) , attrition , professional development , sociology , traditional knowledge , indigenous education , faculty development , qualitative research , psychology , geography , social science , medicine , ecology , linguistics , philosophy , archaeology , dentistry , biology
The high rates of teachers’ attrition in Chile, particularly in Indigenous schools, requires an understanding of how the experiences of teachers working in these contexts impact on their professional practice. Through the teachers’ lens, using a narrative inquiry design, this study seeks to understand how educators face the challenges of teaching in rural and Indigenous settings. Findings of this study show Chilean teachers’ lack of knowledge about Indigenous culture and tradition. Teachers do not know about Indigenous students' characteristics and this is affecting teaching. Also was found that some elements are causing teachers’ exhaustion in rural and Indigenous context. These are teachers’ wrongs expectations about rural lifeways, extreme living conditions, emotional and geographic isolation and the lack of professional recognition.
The finding of this study may contribute to future research and education stakeholders and universities that are in the process of finding improvements to teaching practices and teachers’ education programs.