“Interweaving laces” between the University, art centers and schools

Habitualmente la formación inicial de profesionales de la educación suele realizarse en los contextos universitarios, las escuelas son consideradas contextos para realizar las prácticas y los museos y centros de arte tienen poca presencia en la formación de maestros. Por ello desde la Facultad de Ciencias de la Educación de la UdL y en el contexto de la formación inicial de maestros y psicopedagogos empezamos a entretejer la red entre la Facultad, los centros educativos y los recursos culturales comunitarios para mejorar la formación de todas las personas implicadas. Concretamente, estamos desarrolando el espacio híbrido en el marco del proyecto Educ-arte dando especial énfasis a las relaciones creadas entre la Facultad de Ciencias de la Educación, el Centro de Arte la Panera y la escuela Príncep de Viana de Lleida. Para ello utilizamos el arte contemporáneo como mediador de aprendizajes y como instrumento de formación y construcción de conocimientos. Nuestra aportación está enmarcada en los planteamientos socioconstructivistas que sitúan la cultura como elemento básico para la humanización de las personas. Es por ello que en nuestro entretejer situamos los recursos comunitarios culturales en general y museos y centros de arte en particular como parte esencial del trabajo en red.Usually the initial training of educational professionals often done at university contexts, the schools are considered contexts to do practices and museums and art centers are not taken into account in teachers training. Therefore, from the Faculty of Educational Sciences of UdL and in the context of initial training of teachers and advisory teachers began to weave the network between the faculty, schools and community cultural resources to improve training of all involved. Specifically, we have been developing a hybrid space within the Educ-art project with special emphasis on the relationships created between the Faculty of Education, Panera art center and school Princep de Viana in Lleida. We use contemporary art as a mediator of learning and as training and to construct knowledge. Our contribution is framed in social-constructivist approaches that place culture as a basic element for the humanization of people. That is why in our interweaving we put the cultural community resources and museums and art centers in particular as an essential part of networking

Developing reflective primary teachers: talking science and speaking English as an additional language

In this article we present a case study in initial education of teachers studying the Primary Education Degree of the University of Lleida. Students prepare a teaching plan for science content linked to community resources, and present it in English. The aim was the students experience "talking science" in English. We focus on the questions: What have we experienced doing this activity in English? Students refer to impotence and frustration at expressing themselves and their ideas in English. While the data shows that there was little focus on science content, they showed the value of the exercise in their development as teachers. They experience ‘otherness’ and connect this to their future roles as teachers in multi-lingual, multi-cultural classrooms. Preparing this case study shows the value of teacher educators reflecting on their practice