El papel de la convivencia escolar en la formación inicial del profesorado de educación infantil y primaria

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Teoria de la Educacion Pub Date : 2020-09-26 DOI:10.14201/teri.23580
Carlos Monge López, Patricia Gómez Hernández
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引用次数: 2

Abstract

School coexistence is a subject of interest that substantially conditions the types and quality of learning. But the management of school coexistence is not an easy question to address and requires, at least, an adequate teacher education. For this reason, the main aim of this research was to analyse what content, objectives, competencies and resources are being worked in the initial teacher education of Early Childhood and Primary Education. For this, the teaching guides (2019-2020) of the Spanish Faculties of Education positioned in the Shanghai Ranking (2224 guides studied) were analysed. The questions to be analysed revolved around: (1) the conceptualization and dimensionality of coexistence, (2) the configuration and typologies of school conflicts, and (3) the structures of the integrated model of management of school coexistence. The main results showed a strong presence of some shaping elements of coexistence, such as understanding by other people and positive interdependence, but the presence was very restricted in terms of values of pluralism as constituent elements of coexistence. Although it is true that some types of school conflicts were founded in the initial teacher education, such as discipline problems, bullying or violence, on the contrary, the subject of vandalism, sexual harassment or plagiarism were generally non-existent. In the analysed degrees, different strategies, techniques and tools for coexistence management were found, but they were not included in an integrative model. For all these reasons, it can be concluded that initial teacher education should continue to improve in some specific directions.
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学校共存在幼儿和小学教育初级教师培训中的作用
学校共存是一个有趣的主题,它实质上决定了学习的类型和质量。但是,学校共存的管理不是一个容易解决的问题,至少需要适当的教师教育。因此,本研究的主要目的是分析幼儿和小学教育初级教师教育的内容、目标、能力和资源。为此,我们分析了上海排名中西班牙教育学院的教学指南(2019-2020年)(研究了2224份指南)。要分析的问题围绕着:(1)共存的概念和维度;(2)学校冲突的形态和类型;(3)学校共存综合管理模式的结构。主要结果表明,存在着一些形成共存的因素,例如他人的理解和积极的相互依存,但是,就作为共存的组成因素的多元主义的价值而言,这种存在是非常有限的。虽然在最初的教师教育中确实存在一些类型的学校冲突,如纪律问题、欺凌或暴力,但相反,破坏公物、性骚扰或抄袭等主题普遍不存在。在分析的学位中,发现了不同的共存管理策略、技术和工具,但它们没有包含在一个综合模型中。综上所述,可以得出结论,初级教师教育应该在一些特定的方向上继续改进。
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来源期刊
Teoria de la Educacion
Teoria de la Educacion EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.70
自引率
6.70%
发文量
20
审稿时长
4 weeks
期刊介绍: Teoría de la Educación. Revista Interuniversitaria was founded in 1986. It is an international academic journal on Pedagogy that publishes original research articles, in open access, from a theoretical perspective and methodology of education, aiming at providing pedagogical knowledge to researchers and professionals to improve, through a discussion substantiated criticism, descriptions, explanations, understandings and applications of educational thought and action. The journal belongs to the Publication Services of the University of Salamanca. It is a biannual journal, publishing one issue per semester. The reception of articles is permanently open, welcoming original works in Spanish, English or Portuguese, admitting exceptionally proposals in other languages.
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