1. Research UNE
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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/63860
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dc.contributor.authorWeinmann, Michikoen
dc.contributor.authorNeilsen, Roden
dc.contributor.authorVeliz, Leonardoen
dc.contributor.authorNaveas, Alejandroen
dc.date.accessioned2024-11-12T03:05:13Z-
dc.date.available2024-11-12T03:05:13Z-
dc.date.issued2024-10-31-
dc.identifier.citationPensamiento Educativo. Revista de Investigacion Educacional Latinoamericana, 61(3), p. 1-10en
dc.identifier.issn0719-0409en
dc.identifier.urihttps://hdl.handle.net/1959.11/63860-
dc.description.abstract<p>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.</p>en
dc.languageesen
dc.publisherFacultad de Educación, Pontificia Universidad Católica de Chileen
dc.relation.ispartofPensamiento Educativo. Revista de Investigacion Educacional Latinoamericanaen
dc.rightsAttribution-NonCommercial-ShareAlike 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/*
dc.titleMalabarismo de identidades: Interpretando prácticas profesionales transnacionales en colegios chilenosen
dc.typeJournal Articleen
dc.identifier.doi10.7764/PEL.61.3.2024.5en
dcterms.accessRightsUNE Greenen
local.contributor.firstnameMichikoen
local.contributor.firstnameRoden
local.contributor.firstnameLeonardoen
local.contributor.firstnameAlejandroen
local.profile.schoolSchool of Educationen
local.profile.emaillveliz@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.publisher.placeChileen
local.format.startpage1en
local.format.endpage10en
local.peerreviewedYesen
local.identifier.volume61en
local.identifier.issue3en
local.title.subtitleInterpretando prácticas profesionales transnacionales en colegios chilenosen
local.access.fulltextYesen
local.contributor.lastnameWeinmannen
local.contributor.lastnameNeilsenen
local.contributor.lastnameVelizen
local.contributor.lastnameNaveasen
dc.title.translatedJuggling identities: Unravelling international teaching practicum experiences in Chilean schoolsen
dc.identifier.staffune-id:lvelizen
local.profile.orcid0000-0003-2489-7484en
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:1959.11/63860en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.abstract.english<p>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.</p>en
local.title.maintitleMalabarismo de identidadesen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.search.authorWeinmann, Michikoen
local.search.authorNeilsen, Roden
local.search.authorVeliz, Leonardoen
local.search.authorNaveas, Alejandroen
local.open.fileurlhttps://rune.une.edu.au/web/retrieve/fcdb9402-7bae-41a5-a008-176b2f29dc1cen
local.uneassociationYesen
local.atsiresearchNoen
local.sensitive.culturalNoen
local.year.published2024en
local.fileurl.openhttps://rune.une.edu.au/web/retrieve/fcdb9402-7bae-41a5-a008-176b2f29dc1cen
local.fileurl.openpublishedhttps://rune.une.edu.au/web/retrieve/fcdb9402-7bae-41a5-a008-176b2f29dc1cen
local.subject.for2020390104 English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)en
local.subject.for2020390410 Multicultural education (excl. Aboriginal and Torres Strait Islander, Māori and Pacific Peoples)en
local.subject.for2020390199 Curriculum and pedagogy not elsewhere classifieden
local.subject.seo2020130202 Languages and linguisticsen
local.profile.affiliationtypeExternal Affiliationen
local.profile.affiliationtypeExternal Affiliationen
local.profile.affiliationtypeUNE Affiliationen
local.profile.affiliationtypeExternal Affiliationen
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