Teacher education in Bolivia: two visions and new perspectives

  • Nelly Balda Cabello Universidad Mayor de San Andrés de La Paz. Bolivia

Keywords:

teacher education, curriculum, diversity, research

Abstract

Values and sense of teacher education have experienced vision changes within the last educational reforms in Bolivia. These structural reforms adopted different curricular concepts, they settled pedagogical knowledge as a practical knowledge and differentiated importance was granted to disciplinary knowledge and research. If there is a guiding element in both approaches of teacher education, it is the emphasis on the recognition of cultural diversity and the importance of teaching practice as the axis of the learning process. The current reform puts a special emphasis on symmetrical and horizontal relations between the country’s own cultures and Western culture. The emergence of diversity in Bolivia makes a commitment to diversity of knowledge or science and the diversity of ways of knowledge. It is a different perspective on current Colleges of Teacher Education.

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Author Biography

Nelly Balda Cabello, Universidad Mayor de San Andrés de La Paz. Bolivia

Licenciada en pedagogía de la Universidad Católica de Guayaquil, Ecuador. Ha realizado cursos de postgrado en formación del profesorado (Beca AECI), género y desarrollo, y educación virtual. Es especialista en metodología de la investigación de la Universidad de Saó Paulo (Beca OEA). Profesora Emérita de la Carrera de Educación de la Facultad de Humanidades y Ciencias de la Educación de la Universidad Mayor de San Andrés de La Paz. Bolivia 

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Published

2015-08-09

How to Cite

Balda Cabello, N. (2015). Teacher education in Bolivia: two visions and new perspectives. Praxis Educativa, 19(2), 27–33. Retrieved from https://cerac.unlpam.edu.ar/index.php/praxis/article/view/1037

Issue

Vol. 19 No. 2 (2015): mayo-agosto

Section

Artículos

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