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 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 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 AccessPolíticas de escolarización del alumnado de origen extranjero en el estado español hoy. análisis y propuestas(2014-04-01) Essomba Gelabert, MiquelThis text reflects key issues discussed in the Spanish SIRIUS meeting in 2013. The aim of the meeting was to assess the current state of implementation of the policies of compulsory basic schooling for students with a migrant background, and explore solutions to provide experiences and best practices that can serve as a palliative to the identified problems. The document follows a logical structure divided in two parts. The first one is devoted to collect the participants' voices on the process of education of these students: policies on access to the system, its permanence and the social process of integration. The second part is devoted to present a model of innovation in education policy addressed to students with a migrant background. It also adds reflections and theoretical contributions built on the framework of the international SIRIUS network, allowing a local-global optimal fit for the future. Finally some hints are expressed on future research projects and actions related to the educational policies of attention to students with a migrant background.
- PublicationOpen AccessFortaleciendo la capacidad profesional para mejorar la escolarización del alumnado inmigrante. Una reflexión sobre las actividades de la red Sirius(2014-04-01) Severiens, SabineThis paper describes the activities in the area of professional capacity conducted by the European network Sirius on education and migration. The activities include a survey on the state of the art, three peer reviews and a one-day meeting for policy makers. The results of these activities are described and combined with an overview of the research literature on professional capacity in urban schools. Five recommendations are given on the basis of this comparison: develop professional learning communities, improve the teaching and learning environment with a focus on diversity, increase expertise in dealing with language diversity, and organize "open schools" with good quality relationships with parents and communities. It can be expected that the implementation of these five recommendations, adapted to their national context, will improve the educational position of children from a migrant background.