Acceso usuarios
[1]
Barcelona, España
This study focuses on the need to foster Plurilingual and Intercultural competences in schools in recognition of the linguistically and culturally superdiverse classrooms that many teachers experience. This scenario implies the need to develop pedagogical training for pre-service teachers (PSTs). However, some studies have highlighted that while PSTs’ conceptualisations of plurilingualism can be positive, many pre-service teachers are negative about linguistic diversity in classrooms and not sufficiently prepared for superdiverse classrooms despite being plurilingual themselves. To give insight into whether competences were developed or not and how, initial teacher training (ITE) programmes might prepare pre-service teachers more effectively for this scenario, this study focuses on evidence of change towards developing 21 PSTs’ Plurilingual and Intercultural Competences through engagement in a collaborative school and university-based project. Written reflections were analysed through Thematic analysis followed by an analysis of ‘mediational means’ to understand ‘how’ competences were developed. Results show that most teachers achieved professional competences and the project allowed teachers to develop pedagogic know how in working within superdiverse linguistic and cultural classrooms and shifted from a Eurocentric understanding of plurilingualism. Insights for initial ITE courses are presented and discussed.
