Initial Training and Diversity in a Chilean University: Conceptualizations, Emotional Responses, and Challenges

The purpose of this research is to understand the conceptualizations and emotional responses produced by diversities in thirteen teacher trainers of the Primary Education Pedagogy degree, of a Chilean university with an important trajectory in teacher training in the Metropolitan Region, the national capital. A qualitative approach was used through semi-structured and projective interviews. The data were analyzed following the data analysis spiral proposed by Creswell (2013). It is concluded that the trainers have a descriptive representation of diversity that that does not consider inequalities, discriminations, or conflicts. Regarding their emotional responses about diversity, they positively value the possibility of new learning and an epistemic openness that generates multiple challenges. They also express not being prepared to deal with diversity in the pedagogical space, discomfort regarding certain diversities and an epistemic tension toward the concept of diversity and the classifications that may cause discrimination.