Desarrollo de la competencia global en la formación del maestro. El caso de la asignatura Practicum

Abstract

Increasingly multicultural infant and primary classrooms require future teachers to possess a high domain of intercultural competence as indicated by the OECD through the evaluation of PISA which includes for this 2018 the evaluation of global competence defined as the “ability to analyze global and intercultural issues, assess different perspectives reflecting  the respect for human rights, to interrelate with people from different cultures and undertake actions for a common good and a sustainable development” (OECD, 2016, p. 4). However, if we look at the programs of the current Degrees, the presence of subjects and orientations which facilitate the knowledge and understanding of global issues, the critical thinking skills and the attitudes of openness and empathy towards points of view different from one's own, is not enough. Thus, the objective of this article is twofold. First, call attention to the poor preparation of the university student, specifically the Degrees of Infant and Primary Education, as the responsible for developing this competence in the following generations and, secondly, to propose the subject of Practicum as a favorable medium to develop a pedagogy that familiarizes children with different cultural contexts.