Resumen: La atención a la diversidad defiende el derecho fundamental a la educación de cada niño y niña diseñando currículos educativos adaptados a las necesidades de todo el alumnado. El presente estudio describe el concepto de atención a la diversidad en la escuela mediante el análisis de las perspectivas docentes. Los participantes (n = 103) son docentes de Educación Infantil y Primaria de la Comunidad Autónoma de Madrid. Sus opiniones se recogieron mediante un cuestionario que indaga sobre la atención a la diversidad desde distintas perspectivas. Los resultados reflejan que los y las docentes son conscientes de la importancia de la formación en atención a la diversidad y de sus carencias formativas en esta área. Sin embargo, aseguran conocer herramientas inclusivas y ponerlas en práctica en el aula. Los especialistas en necesidades educativas son el grupo que muestra un perfil más inclusivo. Por otro lado, los datos recogidos indican que el sexo y la edad del profesorado influyen a la hora de atender a la diversidad, mientras que los años de experiencia docente parecen no afectar. Estos resultados sugieren que la formación en atención a la diversidad es clave para garantizar el derecho a la educación de todo el alumnado. Palabra clave: Educación inclusiva Attention to diversity in Madrilenian classrooms. Teachers' opinions
This article describes the intercultural profile of European student teachers in order to clarify the relationship between Intercultural Competence (IC) and teacher training. The main tool used for that was a questionnaire to assess IC, following the criteria established by the Intercultural Competence Assessment (INCA) Project in which IC levels are ranked. The survey poses a variety of personal and professional situations where IC comes into play and different responses to choose from, ranging from insufficiently intercultural to highly intercultural. The results of this study show that most European student teachers participating in the research displayed an intermediate level of IC, which indicates a necessity to improve future teachers' IC training, particularly highlighting IC dimensions such as behavioural flexibility or communicative awareness. Keywords: Intercultural Competence, teacher training, student teachers ResumenEste artículo describe el perfil intercultural de futuros docentes europeos con la intención de esclarecer la relación entre la Competencia Intercultural (CI) y la formación docente. La principal herramienta utilizada para ello ha sido un cuestionario que evalúa la CI, siguiendo el criterio establecido por el Proyecto Intercultural Competence Assessment (INCA) en el cual se clasifican distintos niveles de CI. La encuesta plantea diferentes situaciones personales y profesionales donde la CI entra en juego y da varias respuestas a elegir, desde la considerada insuficientemente intercultural hasta la altamente intercultural. Los resultados muestran que la mayoría de los futuros docentes europeos que participaron en el estudio manifestaron un nivel intermedio de CI, lo que indica una necesidad de mejorar la formación en CI de los futuros docentes, especialmente en lo que se refiere a aspectos como la flexibilidad de conducta o la conciencia comunicativa. Palabras clave: Competencia Comunicativa, formación docente, futuros docentes ResumAquest article descriu el perfil intercultural de futurs docents europeus amb la intenció de clarificar la relació entre la Competència Intercultural (CI) y la formació docent. S'ha utilitzat com a eina principal un qüestionari que avalua la CI, seguint el criteri establert pel Projecte Intercultural Competence Assessment (INCA) en el qual es classifiquen els diferents nivells de CI. L'enquesta planteja diferents situacions personals i professionals on la CI entra en joc i proposa vàries respostes a escollir, des de la considerada insuficientment intercultural fins a l'altament intercultural. Els resultats mostren que la majoria dels futurs docents europeus que varen participar en l'estudi, varen manifestar un nivell intermedi de CI, el que manifesta la necessitat de millorar la formació en CI dels futurs docents, especialment en tot el que fa referència a aspectes com la flexibilitat de conducta o la consciència comunicativa.
This work examines three-to six-year-old children's acquisition of the Spanish passive. This structure, a notoriously difficult concept for early learners, exhibits great variation in age of acquisition cross-linguistically. Spanish, with two passive constructions, is an ideal case study for the role of frequency in the development of the passive. This study utilizes data from CHIEDE, a spontaneous oral corpus spanning more than 20,000 words of child speech. Only a limited number of studies examining the passive have utilized spontaneous corpus data; as a result, it is unclear if lexical semantic patterns are due to experimental or task effect -an issue that only the inclusion of natural data can resolve. Results show that children only produce one of two possible forms of the Spanish passive. Their production is also limited to action verbs. Finally, while children as young as 3;0 produce the passive, cross-sectional data show the beginnings of a downward U-shaped developmental pattern. These results are explained in terms of acquisition by analogy as children utilize previously-acquired structures to create abstract syntactic representations.
This study presents the phonological system exhibited by children (n=59) aged 3;0 to 6;0 and focuses on the role of input frequency. Using a spontaneous child speech corpus of Spanish (CHIEDE) as a data source, as well as computational processing techniques -including an automatic phonological transcriber-, data relating to the phonological level was retrieved. This resulted in a phonological inventory of Spanish-speaking children, ordered by frequency of use, which may serve as a model for research on typical and atypical child language development. Additionally, a study was carried out on the stability of the participants’ phonological systems by calculating the variability that the different age groups displayed, and outcomes were compared with other similar corpora. Results obtained from the comparison of the phonological inventory of children and adults show that there is a relationship between frequency of use in adult speech and the order of acquisition of phonemes.
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