New intercultural bilingual education teacher preparation curriculum: Opportunities and challenges to reduce educational inequities in Peru

Abstract

This study employs an actor-centered approach to curriculum implementation, examining the perspectives of teacher educators, administrators, and public servants from Peru's Ministry of Education who are involved in implementing the new Initial Teacher Education for Intercultural Bilingual Education (ITE-IBE) curriculum. It examines how these actors perceive the innovations in the curriculum and the challenges they encounter within their institutional settings. Although interviewees acknowledged the alignment between the new ITE-IBE curriculum and the basic education curriculum (at the primary and secondary levels), they also noted limitations in addressing cultural diversity and applying a competency-based model. In addition, they reported that weak inter-institutional collaboration, limited funding for the practice and research component, and high teacher educator turnover—due to low salaries—have hindered successful implementation. The curricular reform faces similar obstacles to those encountered in earlier efforts to implement competency-based approaches in basic education, particularly in adapting to the specific needs of Indigenous students and their communities. The study highlights the importance of sustained institutional support, adequate funding, and a more nuanced understanding of the diverse realities that shape IBE teacher preparation in Peru.