El objetivo planteado en esta publicación ha sido, principalmente, crear un instrumento-guía que ayude y oriente a los alumnos de la Diplomatura de Maestro para realizar la asignatura “Prácticum”, con la que culminan su formación como futuros docentes. Somos conscientes de la importancia que adquiere para los alumnos de tercer curso de la Diplomatura de Maestro, este período de prácticas escolares, pues observamos que para ellos supone un sueño, a la vez que una experiencia contemplada con ansiedad ante el miedo al fracaso. La labor de reflexión y estudio que marca las pautas y directrices para el desarrollo de las prácticas y que da origen a este libro se inicia en la experiencia adquirida durante unos años por parte de un grupo de profesores de la Sección de Magisterio interesados en mejorar la calidad de las prácticas escolares. Pretendemos potenciar el desarrollo de capacidades didácticas de intervención en el proceso activo de investigación personal en el contexto real del aula. Intentamos dar al lector puntos de referencia para realizar su labor dentro del “Prácticum”, dejando libertad de acción sin privarles de su capacidad de creación e innovación. Por todo ello, este libro recoge en primer lugar, una reflexión teórica sobre las intenciones educativas y objetivos que pretendemos conseguir con el “Prácticum”. El alumno podrá encontrar pautas para desarrollar con mayor éxito todas las tareas que le son asignadas (observación, colaboración, planificación e intervención educativa, realización de un diario de campo y memoria). Se hacen explícitas las diversas funciones que profesores-tutores y maestros-tutores tienen asignadas, así como los criterios unitarios a seguir en la realización de la evaluación. Por último, el libro concluye con la referencia a la legislación educativa vigente y un glosario de términos, que servirán al alumno para el ejercicio de su función docente.

This book presents a novel perspective on education as a social right. Literature on this topic has focused on inclusion as the universal concept whereby access to education is examined. As a moral principle, this concept opens new challenges in different ways if we take a deeper view into diverse contexts. What education? For what? For whom? Are we thinking about education because it will bring social justice in the future, or are we thinking of education as a just practice in the present? This book brings fresh theoretical and empirical perspectives on those questions, moving beyond a pure inclusion paradigm to a broader and context-oriented notion of educational justice. The chapters engage with theories of educational justice to present these challenges at the institutional level of educational policy, at the practical level of schooling practices, and in the production of ideas around childhood and education, for instance, notions of normalcy at schools. Although the featured works are related to the Chilean educational system, they opens questions about education in general. They embrace rural and urban contexts, different educational levels (from preschool to university), and university and vocational education. This book will be rewarding reading for educational scholars, those interested in theories of social and educational justice, and anyone interested in contemporary perspectives on education, childhood and youth, inclusion, and justice.

The Routledge Handbook of Spanish Language Teaching: metodologías, contextos y recursos para la enseñanza del español L2, provides a comprehensive, state-of-the-art account of the main methodologies, contexts and resources in Spanish Language Teaching (SLT), a field that has experienced significant growth world-wide in recent decades and has consolidated as an autonomous discipline within Applied Linguistics. Written entirely in Spanish, the volume is the first handbook on Spanish Language Teaching to connect theories on language teaching with methodological and practical aspects from an international perspective. It brings together the most recent research and offers a broad, multifaceted view of the discipline. Features include: Forty-four chapters offering an interdisciplinary overview of SLT written by over sixty renowned experts from around the world; Five broad sections that combine theoretical and practical components: Methodology; Language Skills; Formal and Grammatical Aspects; Sociocultural Aspects; and Tools and Resources; In-depth reflections on the practical aspects of Hispanic Linguistics and Spanish Language Teaching to further engage with new theoretical ideas and to understand how to tackle classroom-related matters; A consistent inner structure for each chapter with theoretical aspects, methodological guidelines, practical considerations, and valuable references for further reading; An array of teaching techniques, reflection questions, language samples, design of activities, and methodological guidelines throughout the volume. The Routledge Handbook of Spanish Language Teaching contributes to enriching the field by being an essential reference work and study material for specialists, researchers, language practitioners, and current and future educators. The book will be equally useful for people interested in curriculum design and graduate students willing to acquire a complete and up-to-date view of the field with immediate applicability to the teaching of the language.