Teresa Susinos Rada

Voz del alumnado y presencia participativa en la vida escolar. Apuntes para una cartografía de la voz del alumnado en la mejora educativa

En este articulo se analizan los diferentes significados que puede adoptar el concepto de voz del alumnado que, aunque viene siendo utilizado como una expresion abierta para hablar cualquier iniciativa que favorece y anima la participacion estudiantil en las escuelas, en realidad es una expresion polisemica que hace referencia a experiencias escolares con un alcance y sentido pedagogico muy variable y difuso. Para ello proponemos aqui un marco con cinco ejes analiticos que nos permiten cartografiar como puede ser la participacion de los estudiantes en la vida escolar y nos ayudan a comprender mejor la profundidad y la direccion que adoptan las distintas iniciativas de participacion y en que medida contribuyen verdaderamente a la mejora y el cambio escolar. En concreto se discute como el grado de protagonismo que asume el alumnado en las iniciativas de voz del alumnado puede ser un elemento que sustenta modelos de educacion civica radicalmente diferentes. Se analizan igualmente cuales pueden ser los objetos hacia los que se dirige la participacion de los estudiantes (desde el ambito mas curricular al organizativo) y los territorios en los que se desenvuelve (desde el aula hasta el nivel comunitario). Se discute ademas como se materializa la participacion en las distintas edades y condiciones personales o academicas del alumnado y, por ultimo, que formatos puede adoptar la participacion del alumnado y que permiten expresar y que silencian dichos formatos. El articulo pretende finalmente abrir vias de debate y proponer nuevos hilos argumentales sobre las posibilidades de la participacion de los estudiantes en las escuelas como herramienta para una educacion mas inclusiva y democratica.

Teacher Training for Inclusive Education- An Experience from the University of Cantabria.

In this paper, we describe a training proposal for future Infants and Primary School teachers. The paper is based on a collaborative proposal of research and reflection that has taken place between the university tutor and a group of students at the University of Cantabria (Spain). The aim of the paper was to promote a more reflexive and socially committed form of teacher training in relation to inclusive education. More precisely, we will analyse here the reflection and research process carried out by one of the pupils participating who start to formulate their reflections in terms in accordance with a deficitary model to later adopt throughout the training programme a more inclusive approach.

El largo camino hacia la coeducación : un análisis de las etapas de la educación de las mujeres a partir de tres relatos de vida escolar

Este articulo, que parte de una investigacion mas extensa dirigida a analizar la historia de la educacion de las mujeres en Espana a lo largo del siglo XX, tiene por objetivo ilustrar como se ha desarrollado este proceso a partir de tres fases o periodos distintos: el de exclusion, un segundo de segregacion y finalmente, la fase de integracion, etapas que por otro lado se han dado tambien en paises de nuestro entorno como Francia o Inglaterra, si bien con una cronologia y con unas caracteristicas diferentes. Para analizar cada una de estas etapas, se ha seguido un esquema comun que permite revisar cuestiones como el derecho a la educacion de las mujeres que han recogido las leyes educativas, los centros educativos y las experiencias escolares vividas alli y el tipo de acceso al mundo laboral que permitian los estudios realizados. En la investigacion realizada, se ha utilizado una metodologia de investigacion biografico-narrativa que ha supuesto tomar como punto de partida del proceso investigador las narraciones en torno a su historia escolar de tres mujeres de generaciones sucesivas. Estos tres relatos han sido contrastados, analizados y discutidos a partir de las aportaciones de disciplinas como la sociologia, la pedagogia, la historia de la educacion o los estudios de genero para, de este modo, poner a dialogar el ambito de la experiencia y el de la teoria. Destacan dos tipos de conclusiones: de un lado, los relatos ilustran lo que desde los estudios historicos y sociologicos se vienen denominando etapas o fases por las que ha pasado la educacion de las mujeres; de otro, a partir de la combinacion de perspectivas hemos podido matizar, ampliar o limitar la historia de su escolarizacion, ofreciendo un punto de vista diferente al de algunas contribuciones formuladas hasta el momento.

Problemas pedagógicos para un Prácticum reflexivo de Maestros

The practicum in teacher training has emerged in recent years as one of the cardinal elements in redefining the teacher initial training. Several studies highlight the need to base these programs in reflective and collaborative models. In this article we present a practicum proposal articulated as a work of inquiry and reflection that unfolds from the educational problems that pupils identify as relevant. More specifically, we analyze the five projects of inquiry developed by the students in order to discover: their pedagogical interests related to their placements, the focus of reflection in their initial formulations and the vision of education and teaching that can be inferred and, finally, some relationships between the pedagogical concerns of the students and their personal and school biography. For this study we used a qualitative methodology framed in the evaluative case study. The data analysis comes from the information produced in a semi-structured interview and the student diaries. The results presented show the influence of the placement schools in shaping the students’ perceptions of teaching, a preference for a technical and a practical paradigm of teaching and the importance of family and school experiences in the interpretation that the students do of their teaching experiences.

Los seminarios colaborativos en un prácticum reflexivo de maestros. Análisis de una experiencia en la Universidad de Cantabria (España)

En este articulo se analiza el papel de los seminarios colaborativos en una propuesta de practicum para futuros maestros, cuyo objetivo es promover procesos formativos mas comprometidos con la mejora de la practica docente a traves de la reflexion. Concretamente, se estudia el proceso de indagacion desarrollado por una de las alumnas (Laura), quien comienza con reflexiones simplificadoras y coherentes con un modelo docente tecnico para ir adoptando, a lo largo del programa, un enfoque mas complejo de reflexion en el que se incluyen variables sociales, culturales y politicas. El caso examinado evidencia la potencialidad de los seminarios para favorecer el dialogo reflexivo y el aprendizaje transformativo sobre diferentes contenidos pedagogicos, y tambien nos incita a replantear las relaciones docente-discente hacia formatos mas horizontales y dialogicos.

How Can We Improve through Pupil Participation? An Infants School Experience.

This paper is part of a research project and forms part of a doctoral thesis in development whose aim was to promote and encourage improvement in schools based on the student voice. We believe that student participation is essential in order to progress towards inclusive educational communities. We present the main conclusions obtained in two experiences developed in infant education which took place in Cantabria (Spain). These have enabled us to demonstrate how childrens age is not an obstacle to listening to the student voice. We will focus on the analysis of reflections concerning the choice and development of different strategies for student consultation, specially which we have called indirect or mediated consultation strategies and the main difficulties encountered in the process of authentic listening to the voice of the youngest students.

Growing Student Voice in Curriculum Decisions at the University.

This paper is a result of the development of the R+D Project Schools that are moving towards inclusive education: working with the local community, the student voice and educational support for promoting change in conjunction with the Innovation Project Building Bridges. An Educational Innovation Project in the European Higher Education Area which has been developed in the University of Cantabria (Spain). The main objective of this project is to put into practice teaching methodology which reflects the inclusive principle of collaboration, with the aim of widening student participation as agents in the development of the curriculum (Seale, 2010). The initiative is being developed over two academic years 2013/14 and 2014/15 in two subjects in Primary Education teacher training. One hundred and eighty-six students together with their teachers are taking part in the project. The project has been organised in two phases. In the first phase, students from the two participating groups chose different materials and resources for teaching three major topics in schools: collaboration, the feeling of belonging and respect for differences. In the second phase, some of the students from both subjects, together with their University teachers, established a Resource Guide which could be considered as one of the main results of this project. Furthermore, the latter required sustained commitment over time (8 months). Similarly other collaborative values, which will be discussed in further detail, can be found in this work. These are: the connection between training and the real needs of schools (Zeichner, 2010), the projection of work carried out towards the future given that this will be shared with students from subsequent courses or the proposal of collaboration with the material and tangible objective of practical use aimed at inclusive education. Lastly, the project has been evaluated by the participants based on in-depth interviews. In this summary, it can be seen that students have emphasised the value of this project as a way of enabling them to experience new teaching methodologies which promote a realistic connection between what is studied in the classroom with actual practice in schools. Introduction This paper is the result of the joint development of two projects: the first being ‘Schools that are moving towards inclusive education: working with the local community, the student voice and educational support for promoting change’, an R+D+i Project; and the second ‘Building bridges. An Educational innovation project in the European Higher Education Space’, approved in the University of Cantabria’s 2nd Call for Innovation in Teaching.