Training

The beliefs not just of future teachers but also of working teachers and educational and social players in general make it necessary for work to be carried out in a clear way with basic concepts and procedures in plurilingual and intercultural education, which is why Koinos puts special emphasis on training, not just of teachers, but also of a more extensive range of players and educational institutions, to join forces and bring consistency with an obvious commitment to community education.

We believe educational processes have to include a convergence of introspection and contrasting critical perspectives on practice, aimed at creating new concepts that will help us to advance in an inclusive and plurilingual education.

The KOINOS project includes a training part aimed at people already working in education.

The training is aimed at five groups of people: trainers who will be giving training; education professionals; local professionals; families and other social and educational players and Master's degree university students.

Formació 3
  • Understanding training as a research-action process, given that the process provides us with tools to improve it
  • The training proposals have to have a decision effect on the training. To help with building up a readership that can develop its plurilingual and intercultural skills, during the very act of approaching texts, we now offer a breakdown of the following series of innovative measures:

    • 1 Drafting reading-life narratives that give access to individual and collective representations on languages, their learning and use, as well as cultural experiences.
    • 2 Improving understanding of the texts based on intertextuality and hypertextuality; this is about triggering off-centring processes that promote favourable attitudes towards diversity.
    • 3 Introducing strategies relating to the mutual understanding of texts.
    • 4 Introducing a recreational and creative perspective for accessing the diversity of the languages making up the students' repertoires.
    • 5 Multisemiotic reading: illustrations, organising blogs for commenting on readings, exhibitions, theatre performances, etc. They must be part of the large variety of resources required for mobilising.
    • 6 Diversification of proposals based on context and, more specifically, the role assigned to families. The tasks associated with the reading considered, with involvement from stakeholders, must be diverse and with several levels of difficulty. This is all establishing a variable geometry.
    • 7 Promoting interaction through the diversification of groups. Students have to interact with one another, meaning that they have to make use of language, their languages, to face up to their representations dialogically. We class the proposal under the "interactionist paradigm", according to which it is the capacity of the students—the quality of their communication— that is of interest.
    • 8 Mentoring initiatives among students. Collaboration between participants of various ages who act as mentors to younger students is a very appropriate resource for fostering empathy and responsibility.
    • 9 Awareness raising of the work and its results. The recreational aspect we propose is subject to two of the process' questions: evaluation and reflexivity.
    • 10 The central role of the libraries at the centres and other cultural spaces. All public spaces have to be open to the free flow of words, languages and cultures. They can all be turned into privileged territories for presenting and exhibiting materials.

Work session with Barcelona's KOINOS schools

 

 

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