Desenvolver e medir a competência global nos professores: Uma revisão sistemática

Authors

DOI:

https://doi.org/10.22481/riduesb.v8i1.11526

Keywords:

Competencia Global, Competencia Intercultural, Globalización, Formación de Docentes, Revisión Sistemática

Abstract

A competência global ganhou destaque a partir de sua inclusão no PISA (Programme for International Student Assessment) 2018 e é o resultado de diferentes modelos de educação global que permitirá aos estudantes enfrentar os desafios da globalização. Para isso, é necessária uma formação do professorado nesta competência e em seu ensino. Este estudo procura saber: a) o que entendemos por docentes globalmente competentes? b) como podemos melhorar esta competência? e c) como podemos avaliá-la? Através de uma revisão sistemática, 35 estudos foram compilados das bases de dados Scopus, Eric, e Web of Science. A análise mostra que a competência pedagógica global envolve dois aspectos: a competência pessoal e a competência pedagógica. Por sua vez, fornece vários programas de formação docente e diferentes metodologias e instrumentos para a sua avaliação, mas nenhum deles em espanhol. Oferecer experiências múltiplas e cumulativas em programas de formação de professores melhora a competência global do professorado, a reflexão crítica é essencial, e as parcerias com organizações comunitárias locais e internacionais são uma forma de contornar as limitações das experiências no estrangeiro.

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Author Biographies

María Sanz-Leal, Universidad de Burgos

Contratada predoctoral en el Departamento de Ciencias de la Educación en la Universidad de Burgos. msleal@ubu.es

Martha Lucía Orozco Gómez, Universidad de Burgos

Graduate in Educational Sciences from the Universidad del Atlántico (Barranquilla), Master in Education from the Universidad Pontificia Javeriana (Bogotá) and the Universidad del Norte (Barranquilla). She is a specialist in Interculturality from the University of Valladolid and holds a PhD in Curriculum and Interculturality from the same University.
Her scientific and research activity has been marked by the complementarity between scientific and social processes, with emphasis on intercultural and pedagogical issues. In this line, she has participated in projects and activities related to the promotion of STEM vocations.
Currently, she is the principal investigator of the Self-Education, Indigenism, Inclusion, Interculturality (EI3) group and is responsible to the FECYT for several projects, including UBUIngenio (which promotes children's talent) and the Science and Technology Fair of Castilla y León.

Ángel Llorente Villasante, Universidad de Burgos

Graduada en Educación Primaria por la Universidad de Valladolid y Máster en Cooperación Internacional para el Desarrollo Sostenible por la misma universidad. Actualmente es estudiante de doctorado en educación en la Universidad de Burgos (España) y está trabajando en la Tesis titulada, Identidad cultural como elemento y herramienta para el desarrollo de una educación intercultural efectiva. Forma parte del grupo de investigación: Educación Propia, Indigenismo, Inclusión, Interculturalidad (EI3).
Tiene formación en la metodología COIL (Collaborative Intercultural Learning Online). Ha trabajado como profesor de Educación Primaria y Secundaria, en Madrid (España), Escocia, Londres, Cardiff (U.K) y San Diego, California (USA), así como profesor con beca predoctoral en la Universidad de Burgos.

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Published

2023-06-26

How to Cite

Sanz-Leal, M., Gómez, M. L. O., & Villasante, Ángel L. (2023). Desenvolver e medir a competência global nos professores: Uma revisão sistemática. Revista De Iniciação à Docência, 8(1), e11526, 1-22. https://doi.org/10.22481/riduesb.v8i1.11526

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Section

Dossiê: Cultura de paz