Towards a professional teacher development that considers educational inequality in Latin America

Abstract

This article addresses the current educational challenges present in Latin American, including the inequity in the achievement of learning outcomes for girls, boys, and youth, along with its consequent exacerbation caused by the Covid-19 pandemic. The analysis of results from both the regional Erce tests and international Pisa tests revealed significant educational inequalities that affect Latin American children. Learning recovery programs represent a possible response to improve educational equity and the right to Education. In this context, the role of teaching teams is crucial for achieving learning outcomes and the well-being of students. This article proposes a reflection on the need for continuous training that can prepare teachers to address the growing educational lag and inequity that afflict many Latin American countries. The results are based on a meta-analysis conducted using bibliographic data from 2000 onwards, with a particular focus on the period between March 2020 and the first quarter of 2021.

Educational Equity; Teacher Professional Development; Latin America; Right to Education; Educational Disparities