Transforming teaching towards plurilingualism: contributions from reflective practice and a sociocultural approach

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Mind Culture and Activity Pub Date : 2023-01-02 DOI:10.1080/10749039.2023.2243918

Eva Tresserras, M. Querol

引用次数: 0

Abstract

ABSTRACT This article presents a theoretical and methodological approach for transforming teaching education toward plurilingualism. We analyzed data from a formative intervention, based on a sociocultural-based teacher education approach. By using the models of reflective practice and double stimulation, we supported 10 language teachers to reconceptualize their practice into more plurilingual models. Findings show how the process of transformation toward plurilingualism takes place through three cognitive moves that teachers come up with to resolve contradictions. We conclude that sociocultural-based teacher education models can play an important role in supporting teachers reconceptualize their practices and thus, allow for professional development.

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将教学转变为多种语言:反思性实践和社会文化方法的贡献

摘要本文提出了一种将教学教育向多元性转变的理论和方法论方法。我们分析了基于社会文化的教师教育方法的形成性干预的数据。通过使用反思性实践和双重刺激的模式，我们支持10名语言教师将他们的实践重新定义为更多的多语言模式。研究结果表明，向多语言主义转变的过程是如何通过教师为解决矛盾而提出的三个认知动作来实现的。我们得出的结论是，基于社会文化的教师教育模式可以在支持教师重新定义其实践，从而促进专业发展方面发挥重要作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Mind Culture and Activity EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.00

自引率

15.80%

发文量

期刊介绍： Mind, Culture, and Activity (MCA) is an interdisciplinary, international journal devoted to the study of the human mind in its cultural and historical contexts. Articles appearing in MCA draw upon research and theory in a variety of disciplines, including anthropology, cognitive science, education, linguistics, psychology, and sociology. Particular emphasis is placed upon research that seeks to resolve methodological problems associated with the analysis of human action in everyday activities and theoretical approaches that place culture and activity at the center of attempts to understand human nature.