Global education and linguistic diversity in initial teacher education: from intervention to (self)reflection

• Autor(a) principal: Andrade, Ana Isabel
• Data de Publicação: 2018
• Outros Autores: Martins, Filomena
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v10i1.12973

This self-study of two teacher educators/researchers is focused on the construction of professional knowledge by two pre-service teachers from a Master’s program in Pre-Primary and Primary Education, which included teaching practice in a school context and the development of action research projects on linguistic and cultural diversity within a framework of global education. Education for linguistic and cultural diversity is understood as a way of allowing innovative practices that enhance the professional development of those who design, implement and assess those practices. In this case study the authors analyze the written reflections of two preservice teachers, one in a primary school context and another in a pre-primary context, which were collected under a framework of action research. The collected data were subjected to content analysis, according to three major dimensions of teacher education. The analysis of the results shows that both pre-service teachers developed the different dimensions of professional knowledge, albeit to varying degrees, showing planning, intervention and reflection competences on linguistic and cultural diversity in articulation with an education for global citizenship. They reveal a clear understanding of the importance of global and culturallyresponsive education, questioning the knowledge they have built and which they feel to be developed throughout their professional careers. Findings suggest that future educators need to deepen these topics in future projects, allowing teacher educators to reflect on their training practices, which require more intentionality and differentiation.