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
Aldizkaria:
Revista Caribeña de Investigación Educativa (RECIE)

ISSN: 2636-2147,  2636-2139

Argitalpen urtea: 2020

Zenbakien izenburua: Caribbean Journal of Educational Research

Alea: 4

Zenbakia: 1

Orrialdeak: 7-19

Mota: Artikulua

DOI: 10.32541/RECIE.2020.V4I1.PP7-19 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Revista Caribeña de Investigación Educativa (RECIE)

Garapen Iraunkorreko Helburuak

Laburpena

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.

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