Formación colaborativa en interculturalidad del profesorado de Educación Infantil y Primaria
Autores/as
Rosabel Roig-Vila
Universidad de Alicante, España
[email protected] http://orcid.org/0000-0002-9731-430XMaría Encarnación Urrea-Solano
Universidad de Alicante, España
[email protected] https://orcid.org/0000-0001-8650-7854Detalles
Publicado
2020-01-22
Resumen
La interculturalización de las prácticas educativas representa, hoy en día, uno de los principales retos a los que se enfrenta la escuela del siglo XXI. Para ello, la mejora de las competencias interculturales del profesorado parece constituir un requisito prioritario, sobre todo cuando esta se lleva a cabo desde un auténtico enfoque colaborativo y participativo. En base a ello, este estudio se planteó con el propósito de conocer las opiniones y experiencias de formación intercultural colaborativa del profesorado novel. Para el logro de este objetivo, se contó con la participación de 10 docentes noveles que desempeñan su labor en un centro de Atención Educativa Preferente de Educación Infantil y Primaria de la Región de Murcia (España). El estudio se llevó a cabo desde un enfoque metodológico mixto, valiéndose para ello del software SPSS 21 y AQUAD 7. Cabe destacar de los resultados obtenidos que, si bien el profesorado novel reconoce la potencialidad de la cultura colaborativa para el desarrollo profesional docente, el principio de colaboración no acaba de ser plenamente valorado como una estrategia para el aprendizaje, sino más bien como un recurso para el funcionamiento institucional. La falta de oportunidades formales de capacitación colaborativa intercultural, tanto a nivel de centro, como en su formación inicial, es suplida por los docentes noveles mediante la colaboración con el resto de miembros del claustro. Los hallazgos del estudio contribuyen, en última instancia, a la propuesta de un modelo de aprendizaje profesional docente para poner en valor la diversidad presente en las aulas.
Palabras clave
aprendizaje colaborativo
educación infantil
educación primaria
interculturalidad
formación del profesorado
profesorado novel
Cómo citar
Roig-Vila, R., & Urrea-Solano, M. E. (2020). Formación colaborativa en interculturalidad del profesorado de Educación Infantil y Primaria. RECIE. Revista Caribeña De Investigación Educativa, 4(1), 7–19. https://doi.org/10.32541/recie.2020.v4i1.pp7-19
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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
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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
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
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Artículo de investigación