Publication: Análisis de la convivencia escolar en las aulas
multiculturales de Educación Secundaria
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Date
2015
Authors
Buendia Eisman, Leonor ; Exposito López, Jorge ; Aguadez Ramírez, Eva M. ; Sánchez Núñez, Christian A.
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
http://dx.doi.org/10.6018/rie.33.2.211491
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info:eu-repo/semantics/article
Description
Abstract
Esta investigación pretende analizar la formación del profesorado para promover y gestionar
la convivencia en las aulas en los Centros de Educación Secundaria, describiendo las conductas
del alumnado que la alteran y ofreciendo algunas opciones de mejora.
Empleamos un análisis documental de los programas de formación inicial en la universidad;
se elabora un cuestionario descriptivo y valorativo de conductas del alumnado contrarias a la
convivencia y respuestas del profesorado, en cinco centros con elevado número de alumnado
inmigrante; y realizamos un grupo de discusión de profesorado para ofrecer opciones de mejora
de estos contextos.
Se constata la escasa formación inicial del profesorado en estos aspectos, comprobado la existencia
de diferencias significativas en la valoración de algunas conductas en función del género
y experiencia docente, el uso por ambos géneros de respuestas usualmente sancionadoras, y el
escaso empleo de estrategias formativas para mejorar la convivencia en el Centro.
This research study analyzes teacher training in order to promote and manage coexistence at secondary education schools by means of a description of students’ behaviors and by providing some proposals for improvement. We used a documentary analysis of university teacher training programs and a descriptive and assessment questionnaire of students’ behaviors towards coexistence and teachers´ reactions at five schools with a high immigration rate. Also, we developed a teacher focus group in order to put forwards some suggestions for improving these contexts. Results show a lack of training of teachers on these issues, significant differences in the assessment of certain behaviors measured by gender and teaching experience, disapproving responses by both males and females teachers, and a limited use of educational strategies that might improve coexistence at schools.
This research study analyzes teacher training in order to promote and manage coexistence at secondary education schools by means of a description of students’ behaviors and by providing some proposals for improvement. We used a documentary analysis of university teacher training programs and a descriptive and assessment questionnaire of students’ behaviors towards coexistence and teachers´ reactions at five schools with a high immigration rate. Also, we developed a teacher focus group in order to put forwards some suggestions for improving these contexts. Results show a lack of training of teachers on these issues, significant differences in the assessment of certain behaviors measured by gender and teaching experience, disapproving responses by both males and females teachers, and a limited use of educational strategies that might improve coexistence at schools.
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