Working with Teachers on Culturally Affirming Instruction in Guatemala

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

Y

18

Teacher Attitudes; Intervention; Teaching Methods; Foreign Countries; Advocacy; Teacher Workshops; Culturally Relevant Education; Literacy Education; Instructional Effectiveness; Educational Policy; Democracy; Teacher Empowerment; Peace; Social Justice; Diversity; Faculty Development; Elementary School Teachers; Secondary School Teachers; Lesson Plans

10.1080/14675986.2021.1962107

1467-5986

This study examines 96 Guatemalan teachers' perspectives on the viability of educational mandates from Guatemala's Ministry of Education and explores their perceived ability to advocate in the schoolhouse. Data included focus groups prior to, and after, workshops on topics related to effective literacy interventions in diverse contexts. Findings indicate positive changes from pre to post-workshop focus groups in participants' beliefs of their potential to become allies with students, improve their pedagogy, and build democratic schools.

As Provided

2021

EJ1311909