Teacher Training in Bilingual Intercultural Education: Case Study with Teachers from the Rural Indigenous Community (Saraguro- Ecuador)

Abstract

This article analyzes a virtual professional training experience of 16 mestizo and indigenous teachers, from the rural school: Bilingual Intercultural Community Educational Unit “ABC” of San Pablo-Tenta (Saraguro canton- Ecuador), which was carried out during the Covid 19 pandemic, as a learning requirement manifested by the teaching community, within the framework of the project “Co-forming Co-learning Schools: collaborative experiences of continuous improvement of pedagogical processes and Educational Quality Standards in Ecuador”. The methodology used was an action-reflection research that initially allowed diagnosing the use of digital resources and platforms used by teachers, after seven months after the pandemic. In a second moment, mini workshops were executed as a strategy to strengthen teaching practices during the 2020-2021 school year, allowing continuity to the learning process in virtual or blended modalities. The main results show the tensions experienced by the lack of skills in the pedagogical use of technological resources and limited access to the internet. It concludes the need to strengthen the competencies of teachers in the use of technologies and compliance with the guidelines of the Model of Intercultural Bilingual Education.