The incorporation of the funds of knowledge and identity in a Normal School of Texcoco, Mexico: The beliefs of the teachers-in-training
DOI:
https://doi.org/10.18172/con.2848Keywords:
Funds of knowledge and identity, teachers’ beliefs, homeschool relationships, initial teacher trainingAbstract
General consensus has been reached about the localized and distributed nature of nowadays’ education, together with the need to establish educational links between the social and cultural context of the students, and the school. Following these premises, the aim of the present paper is to promote the initial beliefs of teachers in training about the family and the schools throughout three focus group sessions. The participants were 16 teachers-in-training, both men and women. The teachers expressed there is a lack of congruency between formal and informal educational contexts, and the students’ sociocultural background, which justifies the engagement in the “funds of knowledge and identity”, in order to modify the teachers’ beliefs. The conclusions presented in this study are part of the first cycle of a research based on the design developed for the initial training of teachers in “Escuelas Normales”, Mexico.
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