La integración de la diversidad cultural en la formación inicial de profesores de lenguas extranjeras en España: un análisis de contenido
Đã lưu trong:
| Xuất bản năm: | Didáctica : Lengua y Literatura vol. 36 (2024), p. 157 |
|---|---|
| Tác giả chính: | |
| Tác giả khác: | |
| Được phát hành: |
Universidad Complutense de Madrid
|
| Những chủ đề: | |
| Truy cập trực tuyến: | Citation/Abstract Full Text - PDF |
| Các nhãn: |
Không có thẻ, Là người đầu tiên thẻ bản ghi này!
|
MARC
| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 3149524934 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 1130-0531 | ||
| 022 | |a 1988-2548 | ||
| 024 | 7 | |a 10.5209/dill.98418 |2 doi | |
| 035 | |a 3149524934 | ||
| 045 | 2 | |b d20240101 |b d20241231 | |
| 084 | |a 112221 |2 nlm | ||
| 100 | 1 | |a Gómez Sánchez, Tania F. | |
| 245 | 1 | |a La integración de la diversidad cultural en la formación inicial de profesores de lenguas extranjeras en España: un análisis de contenido | |
| 260 | |b Universidad Complutense de Madrid |c 2024 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Este estudio examina la formación inicial del profesorado de Educación Primaria en lengua extranjera en España, destacando la integración de la diversidad cultural y la competencia intercultural, así como su relación con la educación inclusiva y antidiscriminatoria en los planes de estudio. Se fundamenta en el marco teórico de Michael Byram sobre la competencia comunicativa intercultural, utilizando el análisis de contenido como herramienta metodológica. Se analizaron 499 guías de enseñanza de lengua extranjera de todas las universidades públicas españolas, centrándose en las asignaturas de didáctica de lenguas extranjeras del curso académico 2021-22. Los resultados señalan que aproximadamente un cuarto de las materias en las competencias y/o resultados de aprendizaje de las guías docentes abordan la diversidad cultural y lingüística en la formación inicial del profesorado, lo cual podría favorecer la inclusión y disminuir la discriminación en las aulas. No obstante, se observa una discrepancia en su incorporación en los contenidos tratados. Este estudio aborda una laguna de investigación relevante sobre la preparación de lo/as futuro/as docentes para promover la interculturalidad en las aulas, contribuyendo así al desarrollo de marcos antidiscriminatorios en contextos transculturales. This study examines the initial training of foreign language teachers in Primary Education in Spain, focusing on the integration of cultural diversity and intercultural competence, and its relationship with inclusive and antidiscriminatory education in the curricula. It is grounded in Michael Byram's theoretical framework on intercultural communicative competence, using a qualitative content analysis methodology. A total of 499 foreign language teaching guides from all Spanish public universities were reviewed, focusing on the foreign language didactics subjects of the academic year 2021-22. The results indicate that approximately a quarter of the subjects in the teaching guides’ competencies address cultural and linguistic diversity in the initial training of teachers, which could contribute to promoting inclusion and reducing discrimination in classrooms. However, there is a discrepancy observed in their incorporation into the contents covered. This study addresses a relevant research gap regarding the preparation of future teachers to foster interculturality in classrooms, thus contributing to the development of antidiscriminatory frameworks in transcultural contexts. | |
| 651 | 4 | |a Spain | |
| 653 | |a Teaching | ||
| 653 | |a Cultural differences | ||
| 653 | |a Second language instruction | ||
| 653 | |a Communicative competence | ||
| 653 | |a Teacher education | ||
| 653 | |a Higher education | ||
| 653 | |a Content analysis | ||
| 653 | |a Intercultural communication | ||
| 653 | |a Elementary education | ||
| 653 | |a Interculturality | ||
| 653 | |a Multiculturalism & pluralism | ||
| 653 | |a Cultural instruction | ||
| 653 | |a Second language teachers | ||
| 653 | |a Language teachers | ||
| 653 | |a Qualitative research | ||
| 653 | |a Teachers | ||
| 653 | |a Linguistic competence | ||
| 653 | |a Intercultural competence | ||
| 653 | |a Discrimination | ||
| 653 | |a Language | ||
| 653 | |a Training | ||
| 653 | |a Diversity training | ||
| 653 | |a Antidiscrimination | ||
| 653 | |a Classrooms | ||
| 653 | |a Inclusive education | ||
| 653 | |a Cultural competence | ||
| 653 | |a Foreign languages | ||
| 653 | |a Curricula | ||
| 653 | |a Competence | ||
| 700 | 1 | |a Bobadilla Pérez, María | |
| 773 | 0 | |t Didáctica : Lengua y Literatura |g vol. 36 (2024), p. 157 | |
| 786 | 0 | |d ProQuest |t Latin America & Iberia Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3149524934/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3149524934/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |