Contextos que afavoreixen l’evolució de les creences del professorat sobre l’educació plurilingüe i intercultural
[EN] This article examines which contexts make possible to become aware and to favor the transformation of teacher beliefs system through formative processes. Different reflective strategies have been used to demonstrate the (re) conceptualization of thought and action in relation to plurilingual an...
| Autores: | , |
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| Formato: | artículo |
| Fecha de publicación: | 2019 |
| País: | España |
| Recursos: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | catalán |
| OAI Identifier: | oai:riunet.upv.es:10251/123163 |
| Acesso em linha: | https://riunet.upv.es/handle/10251/123163 |
| Access Level: | acceso abierto |
| Palavra-chave: | Plurilingüisme Formació del personal docent Pràctica reflexiva Transformació Multimodalitat Mediació Plurilingualism Teacher education Reflective practice Transformations Multimodality Mediation |
| Resumo: | [EN] This article examines which contexts make possible to become aware and to favor the transformation of teacher beliefs system through formative processes. Different reflective strategies have been used to demonstrate the (re) conceptualization of thought and action in relation to plurilingual and intercultural education. The use of different qualitative methods to generate data, such as life stories, linguistic self-portraits and cartographies, semi-structured interviews or discussion groups shows that formative processes are a useful strategy to help teachers to change their belief system. These processes of self-confrontation make possible to emerge tensions and contradictions as a way to favor beliefs’ change and transformation. |
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