Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP Vol. 23, Núm. 1 (2020)
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- PublicationOpen AccessStudy on Communication between Migrant Families and Schools(Universidad de Murcia, 2020) Chamseddine Habib Allah, MohamedIt is well known that families’ participation at school has never reached the expectations desired by the educational community, but if we talk about migrant parents, we are confronted with a more complex issue than the previous one. For this reason, this article seeks to know participation and contribution degree of migrant families, as well as, teachers’ behaviour to promote parents’ knowledge and involvement at school life in early childhood and elementary schools of preferential attention in Región de Murcia. In this sense, a non-‐experimental quantitative research of a descriptive and inferential nature was carried out, using two questionnaires, in which a total of 823 families and 150 teachers participated. The results show very low levels of parental participation at School Council and AMPA (School Association of Parents). However significant improvements have been detected in terms of a greater contribution from parents, such as supervising and controlling schoolwork, supporting them in organizing study time, and informing about their children’s regular attendance at school.
- PublicationOpen AccessThe Teaching of Interculturality through Literature: New Challenges(Universidad de Murcia, 2020) Kunešová, KvětušeThe teaching of literature in secondary schools in the Czech Republic (note that this is in the course of Czech literature courses and taught in Czech) contributes in a relevant way to open to young people new worlds. It works starting from the treasury of the world thought, Homer’s Odyssey for example through Shakespearean drama and Goethe’s Faust, to the novels by Balzac or by Zola, to the twentieth century authors who engaged in the humanist cause by unveiling the hidden facets of human existence. The purpose of our reflection on intercultural topics is first of all to analyze the contribution of reading to the level of knowledge, then to propose the possibilities of using literary texts to demonstrate how much the dialogue between cultures is included in the works themselves, and finally, to consider which contemporary literary texts on a world scale could enrich in a relevant way the choice of books recommended to young Czechs. The conclusion will be a synthesis trying to compare the situation of Czech students to that of young Frenchmen, for example. It will also highlight the role of translation not only in teaching literature, but in knowing the Other.
- PublicationOpen AccessTeacher Competences in Early Childhood Education and Inclusive Education: Design and Validation of a Questionnaire(Universidad de Murcia, 2020) De Haro Rodríguez, Remedios; Arnáiz Sánchez, Pilar; Nuñez de Perdomo, Carmen RocíoThe teaching community in Early Childhood Education represents a key element to promote an inclusive education and to identify what competences must be acquired in their initial training. The objective of this paper is to show the design and validation process of a questionnaire aimed at learning the competences which must be present in the degree in Early Childhood Education at the University of El Bosque (Bogotá, Colombia). There has been a sample of 158 participants: 7 judges, 92 students, 35 graduates and 24 employers. The instrument elaborated is made up of 53 items distributed in four dimensions – scientific, social, methodological and personal competences. The procedure has complied with the following phases: 1) revision of the state of art and initial elaboration of the questionnaire; 2) content validity through the expert judgement technique and introduction of the necessary changes; 3) instrument implementation; 4) analysis of the statistical reliability. The results show that the CEINCLUSIVA questionnaire is a valid and reliable instrument with a Cronbach’s alpha of .964. for all items. These positive results recur in every dimension of the instrument elaborated. Likewise, the judges’ agreement relating to the pertinence, relevance, clarity and exclusivity of the proposed items stands out.
- PublicationOpen AccessMap of digital resources for the study of Interculturality in schools(Universidad de Murcia, 2020) Iglesias Rodríguez, Ana; Martín González, Yolanda; Hernández Martín, AzucenaDigiculturality expresses an integrating reality of key competences in order to be able to speak of intercultural learning in virtual environments, which can be accessed from school (Priegue and Leiva, 2012). At present, these competencies have acquired a social and educational relevance that makes them essential tools to face equality of opportunities and social inclusion, while constituting a specific ecological environment for the development of interculturality from school contexts (Hernandez and Iglesias, 2017). Starting from this reflection, this work aims to develop a map of digital resources on interculturality that serves as a support tool in the teaching-‐learning process of intercultural competence. It also seeks to value information and knowledge as resources against discrimination, racism, prejudice and stereotypes of various kinds. To this end, relevant sources of information will be identified and selected, a classification according to their characteristics and purpose will be proposed, and their main benefits will be described. The existence or not of specialized resources in the subject matter of study will make it possible to verify the relevance given to interculturality in a globalized society.
- PublicationOpen AccessLa formación del profesorado sobre el autismo basada en la evidencia: la Instrucción e Intervención Mediada por Pares(Universidad de Murcia, 2020) Larraceleta González, AitorEn este trabajo se aborda la “Instrucción e Intervención mediada por pares”, una de las veintisiete prácticas focalizadas basadas en la evidencia establecidas por el National Professional Development Center on Autism Spectrum Disorders estadounidense (Wong et al., 2014), dirigidas al profesorado para la educación del alumnado con Trastorno del Espectro Autista (TEA). Para ello, se recogen sus fundamentos básicos y se recomienda una secuencia de planificación, implementación y evaluación, con el objetivo de mejorar las habilidades sociales, comunicativas y académicas, de atención conjunta y juego y la preparación para la vida escolar de este alumnado, siguiendo un enfoque “de la ciencia a la práctica”.
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