Prácticas altamente efectivas de tres programas bilingües de preparación de maestros en instituciones de servicio hispano en los Estados Unidos
DOI:
https://doi.org/10.15257/ehquidad.2020.0014Palabras clave:
Maestros Bilingües de Pre-servicio (BPST), Preparación de maestros bilingües, Formación de identidad de BPST, Retención y reclutamiento de maestros bilingües, Instituciones de Servicio Hispano (HSIs)Resumen
Los programas de preparación para educación bilingüe ofrecen oportunidades para docentes aspirantes o principiantes bilingües (BPSTs- por sus siglas en inglés), quienes poseen competencias lingüísticas en dos idiomas y a su vez tienen el conocimiento cultural para asegurar que las necesidades de las poblaciones bilingües y multilingües sean cumplidas. No obstante, prevalece una escasez de maestros bilingües en los Estados Unidos (USDE, 2015). En este artículo, tres programas de preparación bilingüe en universidades que apoyan las necesidades de los estudiantes Hispanos en los Estados Unidos (HSIs), exploran sus prácticas y presentan ejemplos para la preparación efectiva de los maestros en programas bilingües y de doble sendero. Los resultados de la investigación exponen un proceso de formación de identidad, desarrollo de la conciencia crítica e incluye conexiones sociopolíticas y socioculturales para el aprendizaje. Otros resultados significativos son el uso de prácticas pedagógicas efectivas y la atención a los procesos socioemocionales orientados a ejercer un rol activo de abogacía y agencia con perspectiva de justicia social. Se presenta un modelo cíclico como marco de apoyo para la preparación de maestras-os bilingües y las implicaciones señalan una nueva dirección para explorar este modelo cíclico como estrategia para reclutar y retener un exitoso programa de preparación de docentes bilingües.
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