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https://hdl.handle.net/1959.11/63860
| Title: | Malabarismo de identidades: Interpretando prácticas profesionales transnacionales en colegios chilenos |
English Title: | Juggling identities: Unravelling international teaching practicum experiences in Chilean schools |
Contributor(s): | Weinmann, Michiko (author); Neilsen, Rod (author); Veliz, Leonardo (author) ; Naveas, Alejandro (author) |
Publication Date: | 2024-10-31 |
Open Access: | Yes |
DOI: | 10.7764/PEL.61.3.2024.5 |
Handle Link: | https://hdl.handle.net/1959.11/63860 |
Abstract: | | Los programas de movilidad global dirigidos a estudiantes de pedagogía constituyen un componente integral de diversas experiencias en formación docente; se conciben como oportunidades para desarrollar habilidades que respondan a aulas progresivamente multilingües y multiculturales. Sin embargo, tales programas pueden perpetuar estereotipos culturales, además de fomentar sentimientos de superioridad y legitimización. Mediante el uso del marco teórico de la 'construcción de sentido', este artículo representa un análisis de las experiencias de futuros profesores australianos en un programa de movilidad en Santiago de Chile. Dicho análisis tiene dos objetivos: en primer lugar, contribuir a la comprensión actual del transnacionalismo en programas de movilidad desde la perspectiva del estudiante; y, en segundo lugar, examinar cómo las categorías binarias de la identidad cultural propia y del otro que tienden a seguir dando forma a los encuentros interculturales podrían ser interrogados más críticamente. Los resultados que surgen de este análisis indican que existe una necesidad de apoyar a los futuros profesores para que encuentren nuevas formas discursivas de abordar la complejidad de sus experiencias.
Publication Type: | Journal Article |
Source of Publication: | Pensamiento Educativo. Revista de Investigacion Educacional Latinoamericana, 61(3), p. 1-10 |
Publisher: | Facultad de Educación, Pontificia Universidad Católica de Chile |
Place of Publication: | Chile |
ISSN: | 0719-0409 |
Fields of Research (FoR) 2020: | 390104 English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
390410 Multicultural education (excl. Aboriginal and Torres Strait Islander, Māori and Pacific Peoples)
390199 Curriculum and pedagogy not elsewhere classified |
Socio-Economic Objective (SEO) 2020: | 130202 Languages and linguistics |
Peer Reviewed: | Yes |
HERDC Category Description: | C1 Refereed Article in a Scholarly Journal |
English Abstract: | | Global mobility programs for pre-service teachers are an increasingly integral aspect of many teacher education courses. They are seen as important opportunities for pre-service teachers to engage with sociocultural diversity and develop skills for their work in increasingly multilingual and multicultural classrooms. However, such programs may also reinforce cultural stereotypes and neo-colonial attitudes, as well as promote a sense of superiority and legitimacy. Using the framework of 'sense-making', this paper presents an analysis of Australian pre-service teachers' experiences in an overseas teaching practicum in Santiago, Chile. Such an analysis has two aims: first, to add to current understandings of transnationalism in mobility programs from a student perspective; and second, to examine how historically constructed and discursively (re)produced binary categories of cultural self and other which tend to continue to shape intercultural encounters could be more critically interrogated. The results arising from this analysis indicate that there is a need to support pre-service teachers in finding new discursive ways to engage with the complexity of their experiences.
| Appears in Collections: | Journal Article
School of Education
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