%0 Journal Article
%T "La competencia intercultural en el plan de estudios de Graduado en Maestro de Educaci車n Infantil en la Universidad de Castilla La Mancha" [The intercultural competence in the curriculum design of teacher in early childhood education in Castilla-La Mancha
%A Isabel Mar赤a G車mez Barreto
%A Antonio Medina Revilla
%A Pedro Gil Madrona
%J Ensayos : Revista de la Facultad de Educacion de Albacete
%D 2011
%I Facultad de Educaci車n de Albacete
%X RESUMEN: El presente art赤culo pretende analizar y describir el dise o del plan de estudio del t赤tulo de Grado de Maestro(a) en Educaci車n Infantil. Para conocer su contribuci車n, en la formaci車n de la competencia intercultural de los futuros maestros. Se llev車 a cabo una revisi車n de las concepciones del pensamiento del profesorado, el modelo de formaci車n por competencia, y la competencia intercultural. A partir de estos referentes, se realiz車 el an芍lisis de contenido al plan de estudio, explorando las dimensiones cognitiva, emotiva y pedag車gica de la competencia intercultural, en los objetivos, competencias generales, los m車dulos, las materias, competencias espec赤ficas, contenidos y en las estrategias. Se describieron y representaron los resultados, evidenci芍ndose que en el plan de estudio, no est芍 expl赤cita la competencia intercultural, que han de alcanzar los futuros maestros, no se considera el car芍cter transversal y globalizado de dicha competencia en las asignaturas, detect芍ndose insuficiencias formativas. Finalmente se plantea una propuesta de innovaci車n did芍ctica orientada a la puesta en pr芍ctica del proceso formativo, y al dise o del plan de estudio.   ABSTRACT: This research aims to analyze and describe the curriculum design of Teacher (a) in Early Childhood Education, to know to what extent contributes to the formation of intercultural competence. To know to what extent it contributes to the formation in the intercultural competence. To achieve it, it was made a review of teachers' conceptions of thought, training and competency, and intercultural competence. A content analysis was carried out, from the cognitive, emotional and pedagogic dimension, following the structure of the curriculum design: its goals, general competences, modules, matters, subject, content and strategies. Were Described and presented results, it was found out that the intercultural competence which the teachers-to-be have to get is not explicit, it is not taken into account the transverse and comprehensive condition of the aforementioned competence in the subjects that make up the curriculum design , being detected formative lacks in that competence. Finally, a didactic innovation proposal is suggested staring on the implementation of the formative process and the curriculum design.
%K Formaci車n del profesorado
%K competencia intercultural
%K innovaci車n did芍ctica - training of teachers
%K intercultural competence
%K didactic innovation.
%U http://www.revista.uclm.es/index.php/ensayos/article/view/67