Resumen

FLANAGAN-BORQUEZ, Andrea; CACERES-SILVA, Kimberly  y  REYES-ALARCON, Javiera. Teaching Experiences in Working with Immigrant Students: Challenges to Achieving Inclusive Classrooms. Rev. colomb. educ. [online]. 2022, n.85, pp.189-211.  Epub 28-Nov-2022. ISSN 0120-3916.  https://doi.org/10.17227/rce.num85-11997.

In the last decades, the predominant scenario in Latin America has consisted of intraregional migrations, which have impacted educational systems and, especially, teachers. This qualitative-phenomenological study aims to investigate processes experienced by teachers, who teach immigrant students in the region of Valparaíso, Chile. Semi-structured interviews were utilized to learn about the experiences of 10 teachers from one rural and one urban school, which are characterized for having diverse students. Despite the important territorial and cultural differences between schools, findings reveal similarities in the way the teachers face diversity, which is developed individually and intuitively and does not permeate all areas within the school.

Palabras clave : multicultural education; immigrant; teachers' experiences; diversity; inclusion.

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