¿Qué valoran los que enseñan? Aportes para el aprendizaje de ciencias en contextos bilingües a través del discurso docente
DOI:
https://doi.org/10.29197/cpu.v19i38.460Palabras clave:
alfabetización científica, aprendizaje profesional docente, estudiantes bilingües emergentes, lingüística sistémico funcionalResumen
El aprendizaje profesional docente (APD) es una de las prácticas que pueden mejorar la enseñanza y el aprendizaje en contextos complejos, específicamente para estudiantes cultural y lingüísticamente diversos. En muchos estados, y en el sureste de los Estados Unidos, donde la población de estudiantes multilingües continúa creciendo, los docentes tienen el desafío de enseñar a una población cada vez más cultural y lingüísticamente diversa. Este artículo explora cómo un proyecto para el APD ha informado los discursos de los docentes sobre el rol de las prácticas de investigación científica, el lenguaje de la ciencia, y los estudiantes bilingües emergentes durante un proyecto en el sur de los Estados Unidos. Esta investigación incorpora datos de entrevistas semiestructuradas con docentes que participaron en el proyecto de investigación y desarrollo profesional. Se analizaron entrevistas de grupos focales de docentes a través de una combinación de codificación deductiva y herramientas analíticas de la lingüística funcional sistémica. Los hallazgos indican que se han producido cambios en las percepciones y los discursos de los docentes en relación a los repertorios lingüísticos de los estudiantes bilingües emergentes y la noción de alfabetización científica.
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