Teacher training in Intercultural Bilingual Education at higher education: The UDELAS-Panama case

Abstract

This article assesses the training of teachers pursuing a Bachelor's Degree in Intercultural Bilingual Education (EBI) at the Specialized University of the Americas (UDELAS) in Panama. The program was established in 2008 to prepare indigenous teachers in their communities' cultural context and linguistics. The evaluation utilized a mixed approach, including closed-ended student surveys and teacher interviews. The collected data allow researchers to analyze the participants' perceptions regarding teaching quality, the effectiveness of practices, and the acquisition of linguistic and cultural competencies. The main areas of concern include updating curricular content, teacher training and specialization, and support during professional practices. Student satisfaction varies, highlighting a clear need for improvement in training and available resources.