Pedagogical Content Knowledge of Intercultural Education in the Discourse of Teacher Education Program Directors in Chile

This exploratory study addresses the understanding of the intercultural education approach from the perspective of Pedagogical Content Knowledge (PCK) among heads of teacher training programs in Chile. In a global context of increasing cultural diversity in classrooms, interculturally competent teacher training is becoming essential. The research, based on a qualitative case study, analyzes the discourses of two department heads, selected for convenience, who participated in semi-structured interviews. The information was analyzed through open coding and constant comparison, using Atlas.ti 24 software. The literature review highlights the relevance of Diversity Pedagogical Content Knowledge (DivePACK) and the need to strengthen teacher training from a critical intercultural approach. The results reveal an incipient multicultural understanding, with an emphasis on the relevance and contextualization of content. Limited integration of the intercultural approach in teaching and assessment methodologies was identified. It concludes that there is a limited presence of the intercultural approach in the PCK understandings of department heads, which underscores the need for training in this area. This study contributes to the field of teacher training and intercultural education, highlighting the importance of DivePACK and offering valuable information for university policy and initial teacher training.