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january-june 2019
p-ISSN:1390-325X / e-ISSN:1390-8642 Vol. 14, No. 1, 74-83
http://alteridad.ups.edu.ec https://doi.org/10.17163/alt.v14n1.2019.06
Training needs of teachers of Tsáchila
Intercultural Education
Necesidades formativas de docentes de Educación
Intercultural Tsáchila
Jacqueline Marilú Aguavil Arévalo is a teacher of the Intercultural Education Unit Madre Laura (Ecuador)
(jmaguavila@pucesd.edu.ec) (https://orcid.org/0000-0002-3362-9484)
Ramiro Andrés Andino Jaramillo is a teacher of the Vivian Luzuriaga Vásquez Educational Unit (Ecuador)
(raandinoj@gmail.com) ( https://orcid.org/0000-0001-8547-8780)
Received: 2017-05-05 / Reviewed: 2018-04-02 /Accepted: 2018-05-07 / Published: 2019-01-01
Abstract of MOSEIB. In the discussion and conclusions, the impor-
The current study helps to analyze the train- tance of the teacher’s initial and continuing education is
ing needs and training processes in which the teachers explained and argued. In addition, emphasis is placed on
who work in the Bilingual Intercultural Education schools the need to strengthen teaching competencies based
are immersed: Madre Laura, Tsáchila, Tomás Rivadeneira, on research and educational proposal adjusted to the
Conadu, Abraham Calazacón, Enrique Terán, Patricio needs of each educational context. From this, strengthen
Romero Barberis. These institutions are located in com- Intercultural Bilingual Education in Ecuador.
munities of the Tsáchila ethnic group in Santo Domingo Keywords: Education, intercultural education,
de los Tsáchilas Province, Ecuador. The methodological culture, teacher, training, vocational training.
proposal of the study was based on a non-experimental
design based on qualitative and quantitative research to Resumen
determine the training short comings of bilingual inter- El presente estudio pretende analizar las nece-
cultural teachers and how this affects the educational sidades formativas y los procesos de capacitación en
processes and the execution of the Education System los que están inmersos los docentes que laboran en
Model Guidelines Intercultural Bilingual (MOSEIB). The las Unidades Educativas Interculturales Bilingües: Madre
sample consisted of 19 Tsáchilas teachers and 10 mestizo Laura, Tsáchila, Tomás Rivadeneira, Conadu, Abraham
teachers.The data collection and techniques analysis were Calazacón, Enrique Terán, Patricio Romero Barberis.
the survey and the statistical analysis. The results of the Estas instituciones se encuentran ubicadas en comuni-
research show that teachers of bilingual intercultural insti- dades de la etnia Tsáchila en la provincia de Santo de los
tutions present training and training needs that are affect- Tsáchilas, Ecuador. La propuesta metodológica del estu-
ing the educational process and the correct application dio se basó en un diseño no experimental apoyado en
la investigación cualitativa y cuantitativa para determinar
Suggested form of citing: Aguavil Arévalo, J. M., & Andino Jaramillo, R. A. (2019). Training needs of teachers of Tsáchila
Intercultural Education. Alteridad, 14(1), 74-83. https://doi.org/10.17163/alt.v14n1.2019.06Training needs of teachers of Tsáchila Intercultural Education
las falencias formativas de los docentes interculturales aplicación del MOSEIB. En la discusión y conclusiones
bilingües y, cómo esto afecta en los procesos educati- se explica y argumenta la importancia de la formación
vos y la ejecución de los lineamientos de Modelo del inicial y continua del docente, además se enfatiza la
Sistema de Educación Intercultural Bilingüe (MOSEIB). necesidad de fortalecer las competencias docentes con
La muestra estuvo formada por 19 docentes tsáchilas base a la investigación y propuestas educativas ajustadas
y 10 docentes mestizos. Las técnicas de recolección y a las necesidades de cada contexto educativo y, a partir
análisis de datos fueron la encuesta y el análisis estadísti- de ello, fortalecer la Educación Intercultural Bilingüe en
co. Los resultados de la investigación muestran que el Ecuador.
los docentes de instituciones interculturales bilingües Descriptores: Educación, educación intercultural,
presentan necesidades formativas y de capacitación cultura, docente, formación, formación profesional.
que están afectando el proceso educativo y la correcta
1. Introduction between individuals from one culture with
another. Daniels (2016) considers that social
Interculturality in a general way concerns itself and cultural structures are fundamental within
the synergistic relationship between cultures, the school context and with more emphasis on
which may have common or different aspects the education of each student in the classrooms.
to each other. The characteristic elements of This statement makes it possible to clarify that
each culture are reflected in the individuals that interculturality within education is a mediator
comprise it, but it does not mean that there is a between the student, the teachers, the family and
difference between one culture and another, but the community; which cannot be kept isolated,
it is intrinsically related to the social, cognitive, but must interrelate to continue social and cul-
cultural, and historical features of each person. tural transmission, through education and coex-
The human being is not distinguished or char- istence within classrooms.
acterized only by genetic traits, this implies the Based on the perspectives on intercultur-
importance of the cultural baggage that is trans- ality and its importance in education, it can be
mitted from generation to generation, allowing emphasized that interculturality enhances the
the interrelation between human beings and, of relationship between cultures within society,
course in a general way, intercultural dialogue. also favors the continuity and perpetuity of dia-
The relationship between cultures and the logue without any culture renouncing its original
dialogue that cultural interaction must assume is identity (López & Pérez, 2013). Cultural diversity
a transcendental element in education because, is a main source of integral development of the
according to Rodríguez & Fernández (2017), human being and society, in every possible field
schools not only educate an individual but also and dimension. For this reason, intercultural
an entire community. This represents similar, but education is a challenge for schools, high schools
not the same, cultural traits that allow for social- and universities.
ization among agents of the school community. The cultural exchange between students,
It also promotes the improvement of coexistence teachers, administrators, parents and the educa-
within educational centers and preponderate the tional community is part of education and train-
improvement of education based on intercultur- ing in educational institutions, because according
ality and social inclusion of the individuals of a to López & Pérez (2013) the pedagogical task of
community in each school environment. educational centers is to develop an educational
Education based on interculturality devel- proposal that guides the transmission of cultural
ops social structures and enables the acquisi- elements and values that allow social cohesion
tion of cultural tools that allow interaction and intercultural dialogue. It is necessary that
Alteridad. 14(1), 74-83 75Jacqueline Marilú Aguavil / Ramiro Andrés Andino Jaramillo
intercultural education proposes a two-way dia- without separation or discrimination, since each
logue between the agents of the educational individual is an extensive representation of the
community in order to reach an optimum level cultural transmission that is repeated again and
of education and training for the students. again by generation in generation.
Schools must value intercultural educa- Considering the importance of intercul-
tion as an effective way for the development tural education, in Ecuador the Intercultural
of competencies and personal improvement of Bilingual Education Model (MOSEIB) was pro-
each student (Tomé & Manzano, 2016), there- posed since 2014, beginning its implementation
fore, the training of intercultural teachers should in the Sierra region and later it was applied since
highlight and build a committed praxis with dia- 2015 in all bilingual intercultural educational
logue, cultural diversity, inclusion, the search for institutions of the Ecuadorian educational sys-
values and the transmission of cultural elements tem. This model proposes that education is an
from generation to generation (López & Pérez, integral process and must become a harmoni-
2013). Through intercultural education it is pos- ous way of life of the human being with himself
sible to enhance and deepen the cultural identity and with others to recover ancestral education,
of each individual and community, without los- family and community as fundamental ele-
ing or forgetting fundamental features when ments in the formation of each person, it must
bringing together each culture. also be a contribution to the recognition and
The intercultural teacher assumes a lead- appreciation of the knowledge of each culture
ing role as mediator, enabler and promoter of for the progress of humanity (Ministry of
intercultural dialogue and the teaching of col- Education of Ecuador, 2014).
lective rights that allow the understanding and From the pillars of the MOSEIB teach-
appreciation of each culture to which students er training must meet certain characteristics,
belong in the classroom (Walsh & García, 2002). exposed by Moreno (2015), such as: social and
Intercultural education considers the develop- communication skills, process-oriented praxis,
ment of knowledge, values and attitudes that community work, knowledge in strategies and
teachers promote in classrooms are part of the teaching resources and training in intercultural
development of social and cultural competences and inclusive education. The characteristics pre-
that each student should acquire as part of their viously indicated by the author are core ele-
education and training throughout life, both ments in the training of a bilingual intercultural
inside and outside the educational institution. teacher, because they gather essential skills to
The fundamentals described on the properly guide training processes, and above all,
importance of the teacher as a enabler of inter- to promote peaceful coexistence in the school
cultural education are part of the social process community, to put human values into practice
that communities experience when they gather and to assess each of the cultural traits that each
their own and others’ elements from each cul- student has, orienting themselves to the practice
ture. According to Walsh & García (2002), the of dialogue as a guiding axis in the learning and
intercultural teacher must promote forms of integral development of each one.
social and cultural interaction based on values According to the characteristics that an
and respect among human beings, considering intercultural teacher must develop, in the edu-
that each culture provides an extensive baggage cational reality of the bilingual intercultural
of features that are unified to the social conglom- institutions close to communities of the Tsáchila
erate and generate a mega culture that welcomes nationality, it is necessary that there is a constant
the history, social changes, development and updating of strategies and models of pedagogical
cultural cohesion of the human being, All this management to adapt to the new ways of teach-
76 © 2019, Universidad Politécnica Salesiana, Ecuador.Training needs of teachers of Tsáchila Intercultural Education
ing and learn, in addition to prioritizing the inte- community. In this way, López & Pérez (2013),
gral development and intercultural training of express that intercultural education is linked to
Tsáchilas and mestizos students who live in the the actuality and reality of the school context.
same classroom. According to Lalangui, Ramón This requires a formative treatment in teachers
& Espinoza (2017), the teacher who receives ini- who work in bilingual intercultural institutions,
tial training to direct and manage an educational because interculturality is a competence that
process is at the beginning of his continuous first develops in the teacher so that it can be
process of teacher training, as the educational transferred to each classroom, since the Tsáchila’s
praxis and work continued in the classroom worldview is a value added during the execution
allows teachers to further develop skills in the of learning experiences in which the teacher
exercise of educational work. and students intervene. The close relationship
The continuous training of the bilingual between teacher training and intercultural-
intercultural teacher can be a positive index ity is built on educational practice, therefore, it
in the professional performance in pedagogy, requires an analysis of the different sociocultural
didactics, methodology, curriculum, education- contexts to which the students belong and that
al inclusion and intercultural education. The bilingual intercultural teachers should adapt and
process of initial and ongoing teacher training propose the best strategies to train and respond
can reverse some problems in education in gen- to the needs of the students and, in general, of
eral, but also positively affects inclusion, inter- the educational community melded with the cul-
culturality, dialogue, the peaceful resolution tural features of the Tsáchila ethnic group.
of conflicts and the promotion of a culture of Based on the problems described on the
peace. In this sense, the successful performance training needs of intercultural teachers, in addi-
of intercultural teachers could be the result of tion to the discrepancies between the reality
models and strategies adapted to the needs of and the educational praxis of the application
the educational context of the institution and of intercultural bilingual education models,
would correspond to innovative teaching and the research process was placed in the context
learning processes oriented towards education- of tsáchila educational units located in the
al quality (Álvarez, 2014). From the perspec- communities: El Búa, Peripa, Otongo Mapalí,
tives previously written, Ungerfeld & Morón Chigüilpe, Cóngoma, Los Naranjos, El Poste.
(2016), explain that teachers must possess a The Tsáchilas are settled in the province of
minimum of specific knowledge, intellectual Santo Domingo de los Tsáchilas, they are an
and technical skills, as well as a development of endemic ethnic group of the province and rep-
social attitudes and behaviors that allow under- resent a cultural and ancestral legacy recognized
standing the needs of students and determining throughout Ecuador.
the stages of development that the students In this sense, the study focuses on analyz-
who have a special educational need must pro- ing the training needs and training processes in
gressively reach or, on the contrary, establish a which the teachers who work in the following
continuous and inclusive process that responds Educational Units are immersed: Madre Laura,
to the needs of each student, expressly consid- Tsáchila, Tomás Rivadeneira, Conadu, Abraham
ering diversity as a core axis in the human and Calazacón, Enrique Terán, Patricio Romero
educational formation of each. Barberis. The results and conclusions presented
Teacher training is currently oriented to in this study will be useful to replant Bilingual
new educational practices, which are focused on Intercultural Education processes, which, to a
teacher development as a means to respond to certain extent, seems to have inconsistencies
the urgent needs of students and the educational between theory and practice.
Alteridad. 14(1), 74-83 77Jacqueline Marilú Aguavil / Ramiro Andrés Andino Jaramillo
2. Materials and Methods tutions and did not represent an extensive num-
ber for the process of data collection. Of the total
The work methodology applied in the research of 29 teachers who teach classes from the initial
considers a non-experimental design to analyze to the tenth year of Basic General Education, 19
the educational situation of the intercultural teachers are of the Tsachila nationality and 10
teachers that make up the study; without manip- teachers are ethnic mestizo.
ulation of variables or random assignments of For the data collection a survey was
subjects. In this sense, a descriptive and diag- applied with questions related to the initial
nostic process of the formative characteristics teacher training and the recent training on
of the teachers is proposed and how they influ- intercultural education. The data allowed to
ence the context of bilingual intercultural edu- determine the needs of these teachers within the
cation of the educational institutions in which context of bilingual intercultural educational
they work. The work proposal is systematized institutions in the city of Santo Domingo. Based
through quantitative and qualitative research on the data obtained, it was necessary to apply
to analyze the needs in the training of bilin- statistical analysis to systematize and interpret
gual intercultural education teachers who teach condensed information from the surveys, and
classes in educational institutions located in the a bibliographic analysis was applied to situate
communes of the Tsáchila nationality in the city and contextualize the theoretical needs of teach-
of Santo Domingo. Based on the proposed meth- ers with respect to execution and knowledge
odology, the study was conducted by describing of the Bilingual Intercultural Education Model
and substantiating the needs identified in the (MOSEIB), in effect in the national education
system in Ecuador up to the present. According
teachers considered for the study.
to the perspectives proposed in the study, it was
The sample of teachers who were part of
possible to carry out an analysis of the possible
the study was intentional, because it was deter-
complications and difficulties that occur for the
mined without applying any random selection
teachers when applying the guidelines of inter-
methods. This was because the subjects were
cultural education in the classroom.
clearly identified as bilingual intercultural teach-
ers by the denomination of the educational insti-
3. Analysis and Results
Chart 1. Academic level of bilingual intercultural teachers
High School 34,48%
Third level degree 58,62%
Fourth level degree 6,90%
Total 100%
Source: Own elaboration, data obtained from the survey of teachers of Intercultural Bilingual Tsáchila Units.
Based on the obtained results, 34.48% a fourth-level degree (see chart 1). The results
of teachers working in bilingual intercultural observed in the chart show that more than half
education units have a high school diploma, and of the surveyed teachers have a third level degree,
58.62% of teachers with a third-level degree. In but it is also observed that there is a relevant
contrast to the percentages described above, only percentage of teachers with only high school
6.90% of bilingual intercultural teachers have education, which, in a certain way, can affect the
78 © 2019, Universidad Politécnica Salesiana, Ecuador.Training needs of teachers of Tsáchila Intercultural Education
implementation of educational processes and in which bilingual intercultural institutions are
formative in bilingual intercultural institutions. located, but it also has a possible relationship
In fact, the imbalance in terms of the academic with the command of Tsa’fiki, which is the native
training of the surveyed teachers explains the low language of the Tsáchilas, and which the mestizo
percentage of teachers with fourth level studies, teachers probably have not mastered to be able to
evidencing the need to implement a compre- teach in the Tsáchila mother tongue. This com-
hensive process of teacher training, aimed espe- municative factor may increase the presence of
cially at teachers with a high school diplomas to low education level teachers but that are fluent in
increase and improve the quality of education Tsa’fiki and Spanish, added to the little incentive
within bilingual intercultural institutions located of educational authorities for third level training
in Tsáchila communities. or training based on the MOSEIB implies a stag-
Possibly, the representativity of high nation or conformism of these teachers as they
school teachers is related to the rural context impart their classes.
Chart 2. Teacher training and training in Intercultural Bilingual Education
Training in Intercultural Bilingual Education 86,21%
Teacher training in Intercultural Bilingual Education 93,10%
Training received in the last 6 months 37,93%
Training received in the last 2 years 17,24%
Knowledge of the Bilingual Intercultural Education System Model (MOSEIB) 37,93%
Source: Own elaboration, data obtained from the survey of teachers of Intercultural Bilingual Tsáchila Units.
According to the results, 86.21% of teach- doubt about the educational work of bilingual
ers have bilingual intercultural education, and intercultural teachers cannot be generalized for
93.10% of teachers have been trained in this type all of Ecuador because in each educational con-
of education. Regarding the frequency in which text variations are observed. From the obtained
the surveyed teachers receive training, 37.93% data, it seems that teachers have a misperception
state that they have been trained in the last 6 about bilingual intercultural education or it is
months, and 17.24% of the teachers have been not strong enough, since the application of the
trained in the last 2 years (See chart 2). Unlike the MOSEIB starts from the knowledge of its guide-
favorable results regarding the bilingual intercul- lines and, above all, implies a continuous train-
tural education training and received training ing process to establish educational processes
processes, it is contradictory that only 37.93% of coupled to the Tsáchila worldview. Teaching with
teachers know about the Bilingual Intercultural the mother tongue does not imply an intercul-
Education System Model (see chart 2). tural education, it is an important part, but it
Based on the results of chart 1, a sub- requires a change of perception on the part of
stantial relationship with the results of chart these teachers on how to interculturally educate
2 is determined, since there is a need for aca- students Tsáchilas and other ethnic.
demic training of bilingual intercultural teach-
ers, since, apparently, is affecting the application 4. Discussion and Conclusions
of MOSEIB, which is the core axis of intercul-
tural education in educational units located in Based on the results, it is evident that there is
communities of the Tsáchila ethnic group. This a significant number of teachers with a high
Alteridad. 14(1), 74-83 79Jacqueline Marilú Aguavil / Ramiro Andrés Andino Jaramillo
school diploma, unlike teachers who have third by the organization of control and management
and fourth level pedagogical training and quali- of education in Ecuador.
fications. The previous premise shows a first Teacher training is and will remain a
approximation to the training needs of teachers point of reflection, uncertainties and conflicts in
who work in intercultural educational institu- every educational system. Moreover, according
tions located in communities of the Tsáchila to the research conducted by Lozano (2016), the
ethnic group. In this sense, what is happening majority of teachers who were surveyed in their
with these teachers is possibly stagnation in study did not have a professional improvement
terms of progress in training and updating of project, since they did not feel prepared for an
knowledge and quality in the professional per- intellectual challenge or because the social and/
formance of teachers. According to De los Saltos or economic environment did not allow it. in
& Abreu (2013), the continuous training in the some cases, the importance of teacher training
teaching career allows, in the first place, to get for the achievement of educational and social
the teachers titled and secondly, to guarantee purposes of educational reforms is dismissed.
the professional development and to gather the Given the case of the aforementioned study, it
competences that allow the exercise of teaching seems that bilingual intercultural teachers also
in the educational context. However, this is not lack a teacher professionalization project. In
evident in the school and professional context of addition, they may have the same training needs
teachers working in bilingual intercultural insti- and difficulties in accessing training that would
tutions, therefore, professional development is allow them to improve their educational work
being affected and, in turn, this may be a turning and achieve new professional achievements in
point in the teaching process and learning that is their respective school contexts.
established in each classroom of the intercultural Teachers who work in intercultural insti-
institutions of the Tsáchila ethnic group. tutions of the Tsáchila ethnic group require
The training needs of teachers working in processes of continuous training in intercultural
intercultural institutions can adversely influence education in a general way and specifically that
the assessment and orientation of teacher train- which is contextualized with the worldview and
ing and career, since teachers who hold a high culture of the Tsáchila ethnic group. Therefore,
school diploma do not seem to want to continue it seems that the need for professionalization of
with a process of teacher professionalization or, teachers with a high school diploma is accom-
on the contrary, these teachers have not been panied by the need for continuous training
considered or called in the processes of continu- in intercultural education in all teachers par-
ous training and professionalization offered by ticipating in the study. In this way, it is necessary
universities with the endorsement and sponsor- to enhance teacher education as a core aspect
ship of the Ministry of Education of Ecuador. in education but without underestimating the
Inciarte, Camacho & Casillas (2017) mention accumulation of experience and praxis that each
that the practices that are oriented towards the teacher has, since Pegalajar (2014) considers that
development of the teaching career start from professional development is more than training;
the reflexive intervention of the actors of the it is the product of the pedagogical development,
educational field. Therefore, the formative needs the experience, the knowledge, the understand-
of the teachers who work in intercultural institu- ing, the emotions and the individual feelings of
tions of the Tsáchila ethnic group, are a shared each teacher as influential aspects on the educa-
result of the little initiative of training in teach- tional processes.
ers and the inadequate process of insertion into Possibly this problem is affecting the
training processes and teacher training offered teaching and learning process that takes place in
80 © 2019, Universidad Politécnica Salesiana, Ecuador.Training needs of teachers of Tsáchila Intercultural Education
the classes, because if the bilingual intercultural ing social practices of tolerance, dialogue, atten-
teachers do not have a minimum profile of train- tion to diversity and the generation of spaces that
ing they could be improvising, proposing inap- facilitate interculturality and complex thinking.
propriate activities or misinterpreting the edu- The importance of training teachers who
cational and educational process in which they work in Tsáchila bilingual intercultural institu-
are immersed students. Iglesias (2014) mentions tions is and will continue to be a fundamental
that it is necessary to educate for human for- aspect in the improvement of education and
mation with a community vision and promote diversification of the educational system, for this
social change through the participation and reason, Andino (2018) mentions that teacher
proposal of inclusive educational projects for training and education from any perspective
the development of intercultural competences, or point of analysis is a positive aspect in the
however the teachers participating in the study improvement of educational processes, since
do not have a profile of training in intercultural the teaching career is an unfinished process
education and most have not yet begun a process that must be adapted to changes in the educa-
of teacher training that allows them to improve tion system or updates of educational work.
the imbalance of regular education with respect The improvement of intercultural education is
to intercultural education. transcendental, but with training and training of
The possible stagnation of intercultural bilingual intercultural teachers, because other-
education contextualized with the Tsáchila eth- wise, the gaps and procedural gaps in education-
nic group does not occur in isolation, because al institutions located in Tsáchilas communities
this is related to the educational system, teacher would continue to be fed.
training, access to education, innovation and The superficial approach of teacher
curricular proposals; and in the case of teacher training and the consideration of training as a
training it seems that it is not being considered secondary element in the processes of teacher
as a transformative aspect of education. In this development in a certain way causes a limited
sense, Vizcarra, Tirado & Triviño (2016) men- conception of the complexity of the teaching
tion that educational transformations must be career. Being located in the analysis of teacher
accompanied by training and professionalization training in intercultural education, Tipa (2017)
of teachers to achieve the goals and commit- mentions that this must be linked to research,
ments established in the educational proposal but also poses the following issues for an ade-
and, in this way, to think about transforming quate intercultural teacher training: (a) Access
and Improving intercultural education without of young people from ethnic groups to higher
proper training and teacher training would be a education, (b) greater geographical access of uni-
total incongruence between educational legisla- versities, (c) integration of ancestral knowledge
tion and the reality of the school context. with professional knowledge, (d) valorization of
Based on the previous explanations about the language and worldview of ethnic groups,
the inconsistencies with regard to training as a (e) teacher development and strengthening in
transformative aspect of education, Villagómez Intercultural Education and (f) promotion and
(2017) warns that a critical look must be taken integration of teachers to ethnic groups and
of the educational experience of teachers, since communities.
their training must be parallel to their experience The explanations given on the inconsis-
in educational processes to understand the edu- tencies of teacher training in intercultural educa-
cational, didactic, pedagogical, social and proce- tion are complemented by what seems to be an
dural requirements of the agents that make up inadequate or low frequency of training in inter-
the educational community, as well as promot- culturality, diversity, ethnic worldview as part
Alteridad. 14(1), 74-83 81Jacqueline Marilú Aguavil / Ramiro Andrés Andino Jaramillo
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