Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP Vol. 17, Núm. 2 (2014)
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Interculturalidad y atención educativa a la población inmigrada. Tendencias, modelos y experiencias
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- PublicationOpen AccessEditorial(2014-05-20) Consejo de Redacción
- PublicationOpen AccessAproximación a la situación actual de la formación del profesorado de Educación Infantil(2014-04-01) Mir Pozo, Maria Luisa; Ferrer Ribot, MaríaEn este artículo se realiza una revisión de la situación de la formación del profesorado de Educación Infantil a partir de los retos a los que se debe enfrentar el docente y los cambios de los sistemas educativos. El proceso de reforma en la profesión docente, iniciado antes del Proceso de Bolonia, suponía una buena oportunidad para revisar los planes de estudios y repensar la formación inicial adaptándose a las necesidades reales de cada contexto. La formación de los profesionales docentes requiere provocar la reflexión en, sobre y para la práctica para adaptarse a las situaciones del aula, del centro y de la comunidad educativa en la que está inmerso el maestro
- PublicationOpen AccessEscuelas para todos: diversidad y educación obligatoria(2014-04-01) Ballesteros Velázquez, Belén; Aguado Odina, Teresa; Malik Liévano, BeatrizThis article reflects on some key aspects related to compulsory education, highlighting the gap that exists between the goals of education and academic achievements (results) in this educational level, resides revisiting how family participation and involvemente is understood. In the first part we contend that the educational system demands the achievement of certain results and acquisition of skills, wich are not specifically addressed within the school or the classroom, so they can only be achieved with external support. The second part describes a research Project carried out by the INTER Group, focused on the analysis of school practices coherent with the intercultural approach, through story lives and case studies. The third part analyzes these practices, according to how they define Diversity, their educational goals, and what teachers do to achieve them. We end with some final remarks.
- PublicationOpen AccessLa interculturalidad en el contexto universitario a través de las voces de estudiantes inmigrantes(2014-04-01) Leiva Olivencia, Juan JoséThis article aims to highlight some nuances of a study carried out in the Faculty of Sciences of the Education of the University of Malaga, where we intended to make visible the voices of women immigrants from a perspective of interculturality and inclusion. Indeed, while it is true that the phenomenon of immigration on school is a matter treated comprehensively in recent years in our country, as a result of the conceptual development of intercultural education, it seems that it will stay in the formal field of school organization, and in particular, in the educational levels of non-university education. For all these reasons, and in the light of the development of the research project entitled "Management of diversity in community contexts", financed by the DG of migratory policies of the Departament of Employment and Immigration of the Junta de Andalucía, we tried to go and focus our gaze to the study of the process of building identity of immigrant women University as well as studying how to develop interculturality in the university context. The results of this study indicate the need for a greater awareness about cultural interbreeding and the culture of diversity in the university context, as well as the creation of spaces and creative instruments where interculturality can develop in a practical way in the university classroom.
- PublicationOpen AccessDiversidad cultural en la formación del futuro profesorado en América Latina. Necesidades y perspectivas.(2014-04-01) Zapata Pérez, Rosa ElianaThis work is a reflection on some critical aspects of teacher training for the care of cultural diversity in Latin America, particularly considering the initial training of teachers in Chile. Special attention to the concept of cultural diversity training is provided as culturally diverse contexts that shape the possible scenarios for teacher education and training needs in its initial stage. The author argues that learning to teach in culturally diverse contexts in a critical and reflexive affective plane is a necessary goal to achieve for all the teachers, regardless of their ethnic or cultural origin or roughly diverse reality of the context where it develops its educational work, the main perspective is quality training.