| Title: |
New Intercultural Bilingual Education Teacher Preparation Curriculum: Opportunities and Challenges to Reduce Educational Inequities in Peru |
| Language: |
English |
| Authors: |
Giovanna Moreano Villena (ORCID 0000-0003-3289-497X); Claudia Danielle Zegarra Pérez (ORCID 0009-0002-9168-7911); Yina Miliza Rivera Brios (ORCID 0000-0002-8302-204X) |
| Source: |
Education Policy Analysis Archives. 2026 34(4). |
| Availability: |
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa |
| Peer Reviewed: |
Y |
| Page Count: |
23 |
| Publication Date: |
2026 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Bilingual Education; Preservice Teacher Education; Teacher Education Curriculum; Foreign Countries; Curriculum Implementation; Curriculum Development; Multicultural Education; Alignment (Education); Teacher Educators; Interdisciplinary Approach; Older Adults; Competency Based Teacher Education; Administrators; Government Employees |
| Geographic Terms: |
Peru |
| ISSN: |
1068-2341 |
| Abstract: |
This study employs an actor-centered approach to curriculum implementation, examining the perspectives of teacher educators, administrators, and public servants from Peru's Ministry of Education who are involved in implementing the new Initial Teacher Education for Intercultural Bilingual Education (ITE-IBE) curriculum. It examines how these actors perceive the innovations in the curriculum and the challenges they encounter within their institutional settings. Although interviewees acknowledged the alignment between the new ITE-IBE curriculum and the basic education curriculum (at the primary and secondary levels), they also noted limitations in addressing cultural diversity and applying a competency-based model. In addition, they reported that weak inter-institutional collaboration, limited funding for the practice and research component, and high teacher educator turnover--due to low salaries--have hindered successful implementation. The curricular reform faces similar obstacles to those encountered in earlier efforts to implement competency-based approaches in basic education, particularly in adapting to the specific needs of Indigenous students and their communities. The study highlights the importance of sustained institutional support, adequate funding, and a more nuanced understanding of the diverse realities that shape IBE teacher preparation in Peru. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1500572 |
| Database: |
ERIC |