Indigenous education in rural and remote areas in Chile: Exploring teacher and community experiences

This qualitative study aimed to understand what skills and knowledge teachers need to teach in Indigenous rural schools. This study contributes to giving voice to those under the colonisation umbrella, who have been marginalised and silenced under the dominant culture. Interviews with teachers, Indigenous community members, and local authorities were the primary source of information. Data of this research allowed the development of a model for identifying the factors influencing teachers' identity in rural Indigenous schools [FITIRIS]. The study's findings could lead to future improvements in teacher education and training to perform adequately in a rural Indigenous setting