Programa de asesoramiento colaborativo a docentes en el área de la comunicación y el lenguaje

Abstract

RLFA-212; No. of Pages 11 2 F. Vega et al.Collaborative counselling; Teachers theoretical perspectives. The main objective is to promote processes of reflection and criticism regarding strategies, tools and guidelines that teachers can progressively incorporate in the classroom to optimise the way they approach communication and language work, with the ultimate goal of improving the communicative and linguistic competence of students with disabilities. The counselling takes place over nine meetings, eight counselling meetings and one closing meeting, through which teachers are taught, mainly to: a) optimize the organization of the classroom, b) follow to a greater extent the students' lead, c) use strategies to promote interaction and lengthen conversational turns, and d) use language modelling strategies. The effectiveness of the counselling programme has been proved in a collaborative Action-Research with three special schoolteachers, providing different results both in relation to the professional development of the teachers and in the development of the communicative and linguistic competence of the students. The results indicate that the collaborative counselling model is a useful tool to help teachers to build a more appropriate environment for the development of students' communicative and social competence.

Collaborative counselling: influence on the teaching professionals’ conceptions as promoters of children’s communication and language

“…Note that we have designed and implemented an intervention to promote change in three teaching professionals' conceptions, attitudes, beliefs and perceptions about communication and language development. We presume that such teaching professionals' conceptual change will lead to specific changes in their classroom practices, which in turn will improve student competence (Vega, 2018). For this reason, future research will need to consider how far the changes in the three teaching professionals' conceptions were also followed by changes in their performance in classroom and in pupils' linguistic competence.…”

“…The data sources used in this study include audio-recordings of each GC session. Data from the followup observations will be analysed in another paper, which will study changes in the educators' practice (Vega, 2018). Write a summary of the topics discussed and the agreements reached in GC_1.…”