CHEMISTRY TEACHER EDUCATION FOR EDUCATIONAL EQUITY AS A SUBSTRATE FOR THE SUSTAINABLE DEVELOPMENT

Abstract

Given the worldwide relevance of the 2030 Agenda for Sustainable Development (SD), this article is linked to SDG 4, specific to education, to discuss the theoretical and practical factors related to the design of teacher education programs based on the principles of educational equity (EE), from experiences with the Harvard Teacher Fellows Program. In the specialized literature, there is a lack of clarity concerning the best way to enhance teacher education for EE, resulting in big challenges for both scholars and policy makers. To achieve this goal, an interpretive ethnographic study was carried out. Based on a theoretical framework for the analysis of teacher education programs, we present the results obtained relating substantive and structural aspects of the Harvard Teachers Fellows Program in relation to EE). We have brought together a set of factors that can catalyze the debate on the design of teacher education programs in general and chemistry teacher education programs for EE in particular, as well as their implication for SD initiatives.