La interculturalidad en la educacion superior universitaria es un factor mas de calidad educativa, que implica la introduccion de aspectos como la convivencia, la valoracion y validacion del otro, y la interaccion a traves del mutuo reconocimiento. La formacion inicial del profesorado deberia desarrollar la competencia intercultural como combinacion de capacidades especificas como: (1) las actitudes positivas hacia la diversidad cultural; (2) la capacidad comunicativa; (3) la capacidad de manejar conflictos en situaciones interculturales; y (4) la capacidad de tener conciencia sobre la propia cultura y sobre como esta influye en la vision e interpretacion de la realidad. Los objetivos del estudio son analizar las actitudes de una muestra de alumnado sobre la inmigracion en el contexto educativo, y sus percepciones sobre la interculturalidad como propuesta pedagogica. La muestra de alumnado pertenece a los grados de Magisterio en educacion infantil, primaria y Pedagogia de dos universidades: Malaga y Publica de Navarra. Se adopta un enfoque de investigacion de tipo descriptivo, y se emplea un cuestionario de evaluacion disenado ad hoc para este estudio comparativo. Los resultados indican que la muestra posee actitudes positivas hacia la interculturalidad, pero demanda mas formacion en el resto de capacidades que forman la competencia intercultural.

https://educar.uab.cat/article/download/v55-n1-penalva-leiva/989-pdf-es

La interculturalidad en el contexto universitario: necesidades en la formación inicial de los futuros profesionales de la educación

Introduction. Modern conditions of development of society are characterized by a high degree of uncertainty, growth of tension. It is important to form the willingness of future teachers to resolute conflicts, ensuring their self-efficacy with dynamic changes in the social and educational systems. To do this, the professional conflict management for training future teachers should have modern scientific and methodological support, be aligned with the challenges of the future (i.e. proactively), and not be an exclusively reactive response to situational tasks. The purpose of this publication is to construct a proactive model of scientific and methodological support for the conflict management for training future teachers based on analysis of modern domestic and international researches studies and current trends that determine the strategic guidelines for conflict management training future teachers. Methodology. During this research the dual opposition method, structural-functional analysis, and modeling were used. A review was carried out of articles published in international citation databases Scopus and Web of Science, as well as RSCI for 2015-2020. Results and scientific novelty. The results of this research and it's analysis show the existence of prerequisites for the development of a proactive model of scientific and methodological support for the conflictological training future teachers. The author's model of scientific and methodological support for the conflictological training of future teachers as a system for justifying and developing educational programs, content and methodological support was suggesting for better preparing future teachers for effective work on forecasting, diagnosis, prevention and managing proposed conflicts. The model includes a prognostic apparatus, axiological, methodological, substantive-procedural, productive components, which are able to have an invariant and variable component. Practical significance. The results of the review of scientific literature and the design model may be used to update the training of future teachers, when developing programs and courses in conflict science in the field of professional, additional and non-formal education.

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Scientific and methodological support of the conflictological training for future teachers: proactive modeling

The objectives of this work are: to diagnose the Learning Style (LS) of the students of compulsory secondary education (ESO), to know their perception of the peer tutoring and to analyze the relationship between the students’ LS and peer tutoring. The empirical study was conducted with students from all courses of the ESO in 6 school centers in Spain. Data collection was performed using two instruments: the CHAEA and a questionnaire designed by the team of research on peer tutor. In the results it is found that the students´LS is predominantly reflective, students consider the figure of the peer tutor right for learning, and the largest significant differences were found between the active Style and peer tutor.

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El estilo de aprendizaje y su relación con la educación entre pares

Background: The aim of the present study was to evaluate teachers’ opinions on the use of Personal Learning Environments (PLE) for the development of students’ intercultural competences. Methods: This investigation carried out a thematic analysis of semi-structured interviews applied to a sample of n = 100 Compulsory Secondary Education teachers in Andalusia (Spain) with an average teaching experience of 13.13 years (SD = 6.63). The interview shows excellent content validity (Content Validity Index for the interview overall, S-CVI = 0.94). The concordant codes and sub-codes were established in the analysis with the participation of two researchers and an external expert. Then, the data was analyzed using NVivo software. Results: The results show the opinions of the teachers grouped into six separate codes: intercultural learning communities, learning improvement, intercultural development of the student, disinformation, inapplicability, and inappropriate use. Conclusions: In general, it is concluded that the teachers consider the benefits of using PLE in the development of students’ intercultural competences. Despite this, some opinions reveal a lack of training and motivation, or the lack of ability teachers have on the subject, as well as in their classrooms, with the result that the PLE is not applicable for intercultural education.

https://www.mdpi.com/2071-1050/11/16/4475/pdf

Teachers’ Opinions on the Use of Personal Learning Environments for Intercultural Competence

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Structural Equations Model (SEM) of a questionnaire on the evaluation of intercultural secondary education classrooms

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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Análisis de la convivencia escolar en las aulas multiculturales de Educación Secundaria

Nos proponemos los siguientes objetivos: Identificar las circunstancias personales y familiares relacionadas con el proceso de integracion social de los inmigrantes en Granada, conocer sus expectativas de promocion personal y social, asi como identificar el desarrollo de competencias interculturales como base para la constante reconstruccion de la identidad. Tres han sido los colectivos de estudio: inmigrantes magrebies, latinoamericanos y europeos del este. La metodologia utilizada ha sido la entrevista y el cuestionario. En los resultados aportamos importante informacion para la caracterizacion de la inmigracion en Granada y las competencias interculturales para una integracion social y cultural de los mismos.

https://ojs.uv.es/index.php/RELIEVE/article/download/4320/3985

Identidad y competencias interculturales

En este articulo se parte de la responsabilidad hacia la educacion de los menores que debemos tener todos/as los ciudadanos/as para mostrar algunos beneficios incuestionables de la participacion de la familia en la escuela y exponer modalidades de relacion entre ambas instituciones. Tal revision, junto con la conciencia de cambio social que ha producido el fenomeno de la inmigracion en la sociedad espanola, ha promovido el desarrollo de una investigacion participativa1 donde las familias inmigrantes y autoctonas, agentes comunitarios o referentes para la integracion social, educativa y cultural y docentes de cinco centros educativos de educacion infantil y primaria, han establecido, mediante grupos de discusion, una vision compartida de las mejoras en las relaciones familia-escuela asi como una serie de actuaciones especificas para lograr un desarrollo educativo intercultural

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Implicación de las familias en una escuela intercultural: una visión compartida

Esta investigacion pretende analizar la formacion del profesorado para promover y gestionar la convivencia en las aulas en los Centros de Educacion Secundaria, describiendo las conductas del alumnado que la alteran y ofreciendo algunas opciones de mejora. Empleamos un analisis documental de los programas de formacion 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 numero de alumnado inmigrante; y realizamos un grupo de discusion de profesorado para ofrecer opciones de mejora de estos contextos. Se constata la escasa formacion inicial del profesorado en estos aspectos, comprobado la existencia de diferencias significativas en la valoracion de algunas conductas en funcion del genero y experiencia docente, el uso por ambos generos de respuestas usualmente sancionadoras, y el escaso empleo de estrategias formativas para mejorar la convivencia en el Centro. Palabras clave: convivencia escolar, formacion del profesorado, conductas contrarias a la convivencia, respuestas del profesorado.

/pdf/analisis-de-la-convivencia-escolar-en-las-aulas-aca4dt3mjt.pdf

Análisis de la convivencia escolar en las aulas multiculturales de Educación Secundaria Analysis of Coexistence in Multicultural Secondary Education Classrooms

Christian Alexis Sánchez Núñez

Papers

Análisis de la convivencia escolar en las aulas multiculturales de Educación Secundaria

Identidad y competencias interculturales

Implicación de las familias en una escuela intercultural: una visión compartida

Análisis de la convivencia escolar en las aulas multiculturales de Educación Secundaria Analysis of Coexistence in Multicultural Secondary Education Classrooms

Constructing an Instrument for Evaluating Group Relations in Intercultural Secondary School Classes