Formación colaborativa en interculturalidad del profesorado de Educación Infantil y Primaria

  1. Roig-Vila, Rosabel 1
  2. Urrea-Solano, María Encarnación 1
  1. 1 Universidad de Alicante, España
Revista:
Revista Caribeña de Investigación Educativa (RECIE)

ISSN: 2636-2147,  2636-2139

Any de publicació: 2020

Títol de l'exemplar: Caribbean Journal of Educational Research

Volum: 4

Número: 1

Pàgines: 7-19

Tipus: Article

DOI: 10.32541/RECIE.2020.V4I1.PP7-19 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Revista Caribeña de Investigación Educativa (RECIE)

Objectius de Desenvolupament Sostenible

Resum

The interculturalization of educational practices is, today, one of the main challenges facing the 21st century school. To this end, the improvement of the intercultural competences of teachers seems to be a priority requirement, especially when it is carried out from a genuine collaborative and participatory approach. Based on this, this study was raised with the purpose of finding out the opinions and experiences of collaborative intercultural training of new teachers. To achieve this objective, ten novice teachers who worked in a Centre for Preferential Educational Care of Early Childhood and Primary Education in the Region of Murcia (Spain) participated. The study was carried out with a mixed methodological approach, using SPSS 21 and AQUAD 7 software. It is worth noting from the results obtained that, while novice teachers recognize the potential of collaborative culture for teaching professional development, the principle of collaboration has not been fully valued as a strategy for learning, but rather as a resource for institutional functioning. The lack of formal opportunities for intercultural collaborative training, both at the centre level and in their initial training, is filled by novice teachers through collaboration with the other members of the cloister. The findings of the study ultimately contribute to the proposal of a model of professional learning for teachers to value the diversity present in classrooms.

Referències bibliogràfiques

  • Citas Aguaded-Ramírez, E., Bartolomei-Torres, P., & Angelidou, G. (2018). Analysis of a project conducted on unaccompanied refugees children (MERNAs). Journal of New Approaches in Educational Research, 7(2), 116-124. http://dx.doi.org/10.7821/naer.2018.7.256
  • Aguado-Odina, T., Mata-Benito, P., & Gil-Jaurena, I. (2017). Mobilizing intercultural education for equity and social justice. Time to react against the intolerable: a proposal from Spain. Intercultural Education, 28(4), 408-423. https://doi.org/10.1080/14675986.2017.1333874
  • Alviar-Martin, T., & Baildon, M. (2017). Deliberating values for global citizenship: a study of Singapore’s social studies and Hong Kong’s liberal studies curricula. En S. Choo, D. Sawch, A. Villanueva & R. Vinz (Eds.). Educating for the 21st century. Perspectives, policies and practices from around the world (pp.73-92). Springer. https://doi.org/10.1007/978-981-10-1673-8
  • Arnaiz-Sánchez, P., de Haro-Rodríguez, R., & Maldonado Martínez, R. (2019). Barriers to student learning and participation in an inclusive school as perceived by future education professionals. Journal of New Approaches in Educational Research, 8(1), 1824. http://dx.doi.org/10.7821/naer.2019.1.321
  • Biasutti, M., Concina, E., & Frate, S. (2019). Working in the classroom with migrant and refugee students: the practices and needs of Italian primary and middle school teachers. Pedagogy, Culture & Society. https://doi.org/10.1080/14681366.2019.1611626
  • Chamberlin-Quinlisk, C. (2010). Cooperative learning as method and model in second language teacher education. Intercultural Education, 21(3), 243255. https://doi.org/10.1080/14675981003760432
  • Chiappe, A., de Samper, A. , Wills, A. E., & Restrepo, I. (2019). Rethinking 21st century schools: the quest for lifelong learning ecosystems. Ensaio: Avaliação e Políticas Públicas em Educação. http://dx.doi.org/10.1590/s0104-40362019002702138
  • Delgado-Algarra, E., Bernal-Bravo, C., & López-Meneses, E. (2019). Multicultural competence and cosmopolitan citizenship in the Hispanic-Japanese context of higher education. Journal of New Approaches in Educational Research, 8(2), 166-183. http://dx.doi.org/10.7821/naer.2019.7.425
  • Domínguez, M. C. (2006). Investigación y formación el profesorado en la sociedad intercultural. Universitas.
  • Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115. http://dx.doi.org/10.1111/j.1365-2648.2007.04569.x
  • Escarbajal, A. (2010). La escuela inclusiva en una sociedad pluricultural y la importancia del trabajo colaborativo. Enseñanza & Teaching: Revista Interuniversitaria de Didáctica 28(2), 161-179. https://cutt.ly/RrcyXY6
  • Fernández-Díaz, E., Gutiérrez, P., & Fernández, L. (2019). University-school scenarios and voices from classrooms. Rethinking collaboration within the framework of an interuniversity project. Journal of New Approaches in Educational Research, 8(2), 79-95. http://dx.doi.org/10.7821/naer.2019.7.372
  • Hajisoteriou, C., Karousiou, C., & Angelides, P. (2018). INTERACT: building a virtual community of practice to enhance teachers’ intercultural professional development. Educational Media International, 55(1), 15-33. https://doi.org/10.1080/09523987.2018.1439709
  • Hsieh, H., & Shannon, S. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288. https://doi.org/10.1177/1049732305276687
  • Huber, G., & Gürtler, L. (2013). AQUAD 7. Manual: The analysis of qualitative data. Ingeborg Huber Verlag. https://bit.ly/2FPxV9Y
  • Hyry-Beihammer, E. K., Jokikokko, K., & Uitto, M. (2019). Emotions involved in encountering classroom diversity: beginning teachers’ stories. British Educational Research Journal, 45(6), 1124-1139. https://doi.org/10.1002/berj.3554
  • Kelchtermans, G. (2019). Early career teachers and their need for support: thinking again. En A. Sullivan, B. Johnson, & M. Simons (Eds.). Attracting and keeping the best teachers. Issues and opportunities (pp. 83-98). Springer. https://doi.org/10.1007/978-981-13-8621-3_5
  • Leeman, Y., & van Koeven, E. (2019). New immigrants. An incentive for intercultural education? Education Inquiry, 10(3), 189-207. https://doi.org/10.1080/20004508.2018.1541675
  • Leiva, J. (2017). La escuela intercultural hoy: reflexiones y perspectivas pedagógicas. Revista Complutense de Educación, 28(1), 29-43. http://dx.doi.org/10.5209/rev_RCED.2017.v28.n1.48589
  • Little, S., Golledge, M., Agarwalla, H., Griffiths, B., & McCamlie, D. (2019). Global teachers as global learners: intercultural teacher training in international settings. London Review of Education, 17(1), 3851. https://doi.org/10.18546/LRE.17.1.04
  • Means, A. (2019). Hypermodernity, automated uncertainty, and education policy trajectories. Critical Studies in Education. https://doi.org/10.1080/17508487.2019.1632912
  • Ministerio de Fomento. (2011). Catálogo de barrios vulnerables. https://bit.ly/2YX5QGs
  • Morales, K., Sanhueza, S., Friz, M., & Riquelme, P. (2017). The intercultural sensitivity of Chilean teachers serving an immigrant population in schools. Journal of New Approaches in Educational Research, 6(1), 71-77. https://doi.org/10.7821/naer.2016.8.173
  • Ohi, S., O’Mara, J., Arber, R., Hartung, C., Shaw, G., & Halse, C. (2019). Interrogating the promise of a whole-school approach to intercultural education: an Australian investigation. European Educational Research Journal, 18(2), 234-247. https://doi.org/10.1177/1474904118796908
  • Pastor, E., & Torralba, R. (2015). Trabajo social comunitario. Aprendiendo de las prácticas en barrios desfavorecidos de la Región de Murcia (España). Interacción y Perspectiva. Revista de Trabajo Social, 5(1), 12-35. https://bit.ly/39WZI6p
  • Peñalva, A., & Leiva, J. J. (2019). Metodologías cooperativas y colaborativas en la formación del profesorado para la interculturalidad. Tendencias Pedagógicas, 33, 37-46. http://dx.doi.org/10.15366/tp2019.33.003
  • Piot, L., Kelchtermans, G., & Ballet, K. (2010). Beginning teachers’ job experiences in multi-ethnic schools. Teachers and Teaching, 16(2), 259-276. https://doi.org/10.1080/13540600903478524
  • Ponce, O., & Pagán-Maldonado, N. (2015). Mixed methods research in education: capturing the complexity of the profession. International Journal of Educational Excellence, 1(1), 111-135. https://doi.org/10.18562/IJEE.2015.0005
  • Prendes, M., & Román, M. (2017). Entornos personales de aprendizaje: una visión actual de cómo aprender con tecnologías. Octaedro. https://bit.ly/30p3noT
  • Sales, A., Moliner, L., & Francisco, A. (2017). Collaborative professional development for distributed teacher leadership towards school change. School Leadership & Management, 37(3), 254-266. https://doi.org/10.1080/13632434.2016.1209176
  • Savva, M. (2017). Learning to teach culturally and linguistically diverse students through cross-cultural experiences. Intercultural Education, 28(3), 269-282. https://doi.org/10.1080/14675986.2017.1333689
  • Stahl, G., Brock, C., Caldwell, J., Sharplin, E., & Boyd, F. (2019). Dispositions towards diversity: two pre-service teachers’ experiences of living and teaching in a remote indigenous community. Pedagogy, Culture & Society. https://doi.org/10.1080/14681366.2019.1665090
  • Symeou, L., & Karagiorgi, Y. (2018). Culturally aware but not yet ready to teach the “others”. Reflections on a Roma education teacher training programme. Journal for Multicultural Education, 12(4), 314-329. https://doi.org/10.1108/JME-02-2017-0012
  • UNESCO (2015). Incheon Declaration. 2030 Education. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. https://bit.ly/2PTesdi
  • Voss, T., & Kunter, M. (2019). “Reality shock” of beginning teachers? Changes in teacher candidates’ emotional exhaustion and constructivist-oriented beliefs. Journal of Teacher Education, 1-15. https://doi.org/10.1177/0022487119839700
  • Zeng, Y., & Day, C. (2019). Collaborative teacher professional development in schools in England (UK) and Shanghai (China): cultures, contexts and tensions. Teachers and Teaching, 25(3), 379-397. https://doi.org/10.1080/13540602.2019.1593822
Fuente de los datos: Dialnet