Aula Abierta最新文献

{"title":"Leer y conversar, el discurrir de la tertulia literaria en una clase de sexto","authors":"María Dolores Molina Galvañ","doi":"10.17811/RIFIE.50.3.2021.697-704","DOIUrl":"https://doi.org/10.17811/RIFIE.50.3.2021.697-704","url":null,"abstract":"espanolEste articulo compone la historia curricular de una experiencia de acompanamiento en un aula de Educacion Primaria. La historia se centra en el discurrir de la tertulia literaria, que es la forma pedagogica con que esta maestra abre un tiempo para leer y conversar juntos en clase. Una historia que va entrelazandose con las historias que la anteceden y, a su vez, con nuevas historias que emergen a partir de ella. El articulo estructura una temporalidad que recorre longitudinalmente la trama narrativa de esta experiencia educativa mostrando en su recorrido, y de forma narrativa, los cambios, las invenciones y los desbordamientos que se van aconteciendo; con todo esto nos acercamos a un modo de vivir el curriculum como un plan que se va componiendo y co-componiendo en el propio proceso de ensenar y aprender EnglishThis paper presents the curricular story of an experience of being alongside a Primary Education classroom. The story focuses on the course of the literary circle, which is the pedagogical method with which this teacher facilitates a time to read and talk together in class. A story that is intertwined with the stories that precede it and, at the same time, with new stories that emerge from it. The article structures a temporality that runs longitudinally through the narrative plot of this educational experience showing in its journey, and in a narrative way, the changes, inventions and overfl ows that take place during its course. This implies approaching the curriculum as a plan that is being composed and co-composed in the very process of teaching and learning","PeriodicalId":8710,"journal":{"name":"Aula Abierta","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41979901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Una indagación narrativa en los procesos de construcción curricular a partir de relatos de experiencias de docentes en ciernes durante la formación del profesorado","authors":"Luis Gabriel Porta Vazquez, María Cristina Sarasa Muñiz","doi":"10.17811/RIFIE.50.3.2021.721-728","DOIUrl":"https://doi.org/10.17811/RIFIE.50.3.2021.721-728","url":null,"abstract":"This paper engages in a narrative inquiry as narrative pedagogy into formative experiences in English teacher education curricula. These constitute sites where students’ lives unfold and are expressed through co-composed texts negotiating meanings of their storied experiences. As authors and participant researchers, we embrace a curricular ontology of becoming and feeling with 24 undergraduates in the context of their initial English-language teacher education in an Argentinean state university. Our research question concerns the ways in which our students’ narratives on good teaching become intertwined and emplotted during their education. We define curriculum as a co-construction whose protagonists generate personal practical knowledge. It deserves ontological care, epistemological respect, and engagement in relational ethics manifested in curricular sensitivity towards storied lives and experiences. Narrative inquiry as narrative pedagogy allowed us to interweave narrative strands about good teaching expressed in the 24 students’ co-narrated stories. Embodied understandings about living, and knowing about, good teaching emerge from these storied threads. We conclude by discussing the implications of our narratives as they publicly retrieve intimate, often silenced, experiences about the meanings of good teaching in initial formation curricula.","PeriodicalId":8710,"journal":{"name":"Aula Abierta","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47578362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"La creación curricular en la formación de educadores","authors":"Susana Orozco-Martínez, Laura Pañagua Domínguez, María-Victoria Martos-Pérez","doi":"10.17811/rifie.50.3.2021.737-744","DOIUrl":"https://doi.org/10.17811/rifie.50.3.2021.737-744","url":null,"abstract":"En el presente artículo[1] se comparte una mirada sobre posibles modos en que las relaciones educativas, sostenidas con cuidado y atención, contribuyen a desplegar no solo el currículum prescrito de forma teórica, sino de una manera más experiencial en el aula universitaria. Buscamos compartir cómo la práctica de indagar y pensar sobre las experiencias escolares y las que se van viviendo en el aula, permiten a cada uno/a ir creando y recreando elementos curriculares, desde una mirada singular, pedagógica. Con este trabajo se pretende: a) ahondar en los modos en cómo una disposición a la relación educativa puede cultivar el pensar y repensarnos como docentes, b) explorar cómo la formación puede constituirse en una experiencia de creación y, c) reconocer aquellas prácticas docentes que puedan favorecer a los procesos de creación y recreación del currículum en la formación de educadores/as. Para ello, recurrimos a la indagación narrativa (Clandinin y Connelly, 2000), porque nos posibilita apelar a la experiencia vivida y al devenir de la clase, desde una visión del currículum como un entramado único y singular que se va generando entre quienes van al encuentro de la relación educativa. Esta perspectiva nos ha posibilitado analizar cómo al acoger lo imprevisible que surge en la clase, se vivifican los procesos formativos, dando lugar a experiencias y aprendizajes cuyo valor excede lo previsto en el plan docente, abriendo nuevos elementos pedagógicos para pensar el oficio de educador/a. \u0000  \u0000[1] Este artículo es fruto del proyecto de investigación “Relaciones educativas y creación del currículum: entre la experiencia escolar y la formación inicial del profesorado. Indagaciones narrativas” (EDU2016-77576-P) (AEI/FEDER, UE). ","PeriodicalId":8710,"journal":{"name":"Aula Abierta","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49171987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cuidar y experimentar el currículum: historias y movimientos en una clase de Educación Infantil","authors":"E. Fernández","doi":"10.17811/RIFIE.50.3.2021.673-680","DOIUrl":"https://doi.org/10.17811/RIFIE.50.3.2021.673-680","url":null,"abstract":"espanolEl presente articulo nace de un proceso de indagacion narrativa desarrollado durante 2016-2018 en una escuela de Educacion Infantil ubicada en Edmonton (Canada). Junto a Tessa, la maestra, y los ninos y ninas de la clase, exploramos como la ensenanza puede ser vivida como una experiencia de creacion, cuales son las condiciones que hacen posible esa creacion curricular y que necesitamos para sostenerla y avivarla. El curriculo es entendido como un proceso en el que convergen multiples dimensiones e historias. Un proceso de co-composicion donde las preguntas, saberes, propuestas educativas, conversaciones, juegos, lecturas, incertidumbres y tensiones son entretejidas por quienes conforman la vida de la clase. Los hilos de sentido que emergen de la investigacion se presentan a traves de dos historias: a) vivir el curriculo como un disponerse a ‘algo’ y b) la creacion curricular como composicion. Repetir, componer y disponerse son tres movimientos internos de la creacion curricular que nos permite pensarnos en el espacio educativo no solo desde el presente y la presencia, sino desde una capacidad imaginativa respecto a esas otras posibilidades que tienen sentido en y para la vida educativa de los ninos y ninas EnglishThis article arises from a narrative inquiry process developed in an Early Childhood Education school located in Edmonton (Canada) from 2016 to 2018. Alongside Tessa, a Kindergarten teacher, and the children, we explore how teaching can be lived as an experience of creation, what are the conditions that make this curriculum making process possible, and what we need to sustain and to enliven it. We understand curriculum as a multistoried process where children’s wonders, knowledge, educational proposals and activities, conversations, games, readings, uncertainties, and tensions are interwoven by those who are part of the daily basis class. The resonances of meaning that emerge from the current research are presented through two stories: a) to experience the curriculum as a readiness and att entiveness to ‘something’ and b) curriculum creation as composition. To create, to compose and to be att entive to what children are symbolically placing in the middle of the class allows us to think about the educational space not only from the present and the presence, but from an imaginative ability regarding those other possibilities that make sense in and for the children’s educational life and development","PeriodicalId":8710,"journal":{"name":"Aula Abierta","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48006709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Objetos y materiales en la escuela infantil: historias que se recogen, se viven y se inician","authors":"C. S. Mocholí, Clara Arbiol i González","doi":"10.17811/RIFIE.50.3.2021.689-696","DOIUrl":"https://doi.org/10.17811/RIFIE.50.3.2021.689-696","url":null,"abstract":"espanolinician. El texto es fruto del estudio que hemos realizado en una escuela publica de una poblacion cercana a la ciudad de Valencia. Es una escuela peculiar pues esta en un paraje natural, donde el tiempo parece desacelerarse. Durante dos cursos hemos acompanado a las maestras y a las criaturas en dos aulas de 5 y 3 anos respectivamente. Nuestra investigacion de caracter narrativo explora, desde distintos puntos de vista, los procesos de creacion curricular que observabamos en las aulas. En nuestra practica de observacion recogemos hilos con los que enlazar historias que nos muestran como el curriculum se va creando en la escuela. En este texto exploraremos uno de esos hilos de nuestro estudio: el papel que los materiales tienen en la vida del aula, como determinados objetos (libros, elementos naturales, fotografias...) conectan la vida del aula con la vida de las ninas y los ninos y sus historias familiares, y como cuando las maestras acogen estos materiales y les hacen espacio, aparecen nuevas historias para vivirse desde ellas EnglishIn this paper we aim to present the early childhood education classroom as a space and a time of collected, lived, and prompted stories. This text is the result of a study conducted in a state school located in a village near Valencia. It is a singular school, for it is situated in a nature park, where time seems to decelerate. For two school years, we have been alongside teachers and children in two classrooms of ages 5 and 3 respectively. Our investigation – which is of narrative character – explores from diff erent points of view the curriculum-making processes observed in the classrooms.In our observation practice, we gather threads with which to connect stories that show how the curriculum is created within the school. In this paper we will explore one of these threads of our study: the role materials play in the life of the classroom, the way in which certain objects (books, natural elements, photographs...) connect the life of the classroom to the life of the children and their family stories, and how, when teachers embrace these materials and give them a space, new stories to be experienced spring up","PeriodicalId":8710,"journal":{"name":"Aula Abierta","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42560390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Presentación del monográfico: \"El currículum como un proceso de creación: indagaciones narrativas\"","authors":"J. Domingo","doi":"10.17811/RIFIE.50.3.2021.663-664","DOIUrl":"https://doi.org/10.17811/RIFIE.50.3.2021.663-664","url":null,"abstract":"Introduction to the monographic issue \"Curriculum as a creative process: narrative inquiries\"","PeriodicalId":8710,"journal":{"name":"Aula Abierta","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46600208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Language Teachers' Professional Development and New Literacies: An Integrative Review","authors":"D. Tafazoli","doi":"10.17811/rifie.50.2.2021.603-614","DOIUrl":"https://doi.org/10.17811/rifie.50.2.2021.603-614","url":null,"abstract":"The aim of this paper is to synthesize the themes and topics addressed language teachers’ new literacies in the published articles between 2010–2020 to understand research and approaches to the new literacies of language teachers. To this end, the researchers applied an integrative review of 29 papers selected from a body of 503 published papers in nine databases. The review showed that most papers related to new literacies in professional development focused on the term digital literacy. Moreover, most of the published papers are from Asia and Europe and were conducted on in-service teachers. A great majority of published papers relied on qualitative research design, and web 2.0 technologies are the dominant technologies in the reviewed studies. My findings potentially pave the way for future researchers to recognize and classify new possible areas of research as regards the use of new literacies as a necessity for language pedagogy.","PeriodicalId":8710,"journal":{"name":"Aula Abierta","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46449907","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"El storytelling digital en el aula de inglés para fines específicos: ¿una nueva alfabetización en la formación híbrida en lenguas?","authors":"E. Peñalver, Alexandra Santamaría Urbieta","doi":"10.17811/rifie.50.2.2021.567-576","DOIUrl":"https://doi.org/10.17811/rifie.50.2.2021.567-576","url":null,"abstract":"Este estudio tiene como objetivo explorar el uso del storytelling digital como una forma de mejorar las habilidades lingüísticas de los estudiantes en inglés con fines específicos (ESP), particularmente en el caso del inglés del ámbito de los negocios, y desarrollar nuevas alfabetizaciones que podrían aplicarse en su futuro profesional. Para ello, en el marco teórico revisaremos la literatura relacionada con las competencias y habilidades que los estudiantes necesitan en la actualidad, la evolución del uso del storytelling en el aula física hasta su formato digital en entornos de enseñanza online, y su aplicación en el aula de ESP. Posteriormente, analizaremos los resultados obtenidos de una encuesta en la que los participantes aportaron información sobre sus percepciones tras completar una actividad de storytelling digital. Estos datos nos permitirán responder a las preguntas de investigación de nuestro estudio. En las conclusiones reflexionaremos sobre la importancia de realizar este tipo de estudios como forma de adecuar la formación a las competencias y habilidades que los estudiantes necesitan desarrollar en el siglo XXI.","PeriodicalId":8710,"journal":{"name":"Aula Abierta","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43447843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing Speaking with 21st Century Digital Tools in the English as a Foreign Language Classroom:","authors":"Cristina A. Huertas-Abril","doi":"10.17811/rifie.50.2.2021.625-634","DOIUrl":"https://doi.org/10.17811/rifie.50.2.2021.625-634","url":null,"abstract":"In a changing, dynamic world increasingly dependent on technologies, it is necessary to educate children so that they can participate fully in today’s and future society. Literacy thus needs much more than the traditional approaches to reading and writing in students’ first language. After analyzing the concept and implications of new literacies in foreign language learning, a quantitative study was carried out to explore Spanish primary education students’ perceptions (n = 82) on the development of new literacies in the English as a foreign language (EFL) lesson after using the online video discussion platform Flipgrid to practice their oral expression and create meanings in EFL during the COVID-19 pandemic. The analysis also aims to analyze whether there are differences based on gender, age and educational stage. The results show that the participants in this study were motivated to use this digital tool that enables them to make comments to their partners’ videos, send messages about the oral texts, and include additional media, among many other options, going then beyond reading texts on a computer screen. This study concludes with a series of considerations for possible future implementations.","PeriodicalId":8710,"journal":{"name":"Aula Abierta","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46816225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Non-Native Teachers Investigating New Englishes","authors":"J. Krajka","doi":"10.17811/rifie.50.2.2021.585-592","DOIUrl":"https://doi.org/10.17811/rifie.50.2.2021.585-592","url":null,"abstract":"While teacher-as-methodology-researcher paradigm in the area of methodology is quite firmly established, teacher-as-language-researcher is less common, especially in teacher training programmes. Much less emphasis is placed on equipping teachers (especially non-natives) with skills of language analysis, hypothesis posing, data retrieval and analysis. The use of ready-made language corpora in preparing classroom data and creating materials is still inadequately covered in teacher training programmes, let alone putting future teachers in the shoes of linguistic researchers observing the changing face of English.\u0000The purpose of this paper is to present a case for promoting teacher-as-language-researcher attitudes in the graduate teacher training programme. A case study is presented, in which student teachers were gradually introduced into New Englishes, through existing corpora, text retrieval and compilation, and — finally — do-it-yourself concordancing. The data from questionnaires and teacher diaries will illuminate upon the viability of self-made corpus compilations as a part of 21st century digital literacy.","PeriodicalId":8710,"journal":{"name":"Aula Abierta","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45361439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}