Formación del profesorado de primaria para atender contextos de marginalidad

Abstract

The objective of this study is to determine the current situation of the training of those tea-chers that work in marginalization environments. The literature review show that some prime impor-tance aspects, such as, to assess the reality of the context of students who live in exclusion or are forth-coming to it, are not adequately addressed. The study addresses the need of promoting training actions in the teaching staff that favor self-esteem and self-concept, based on the motivation as axis to genera-te interaction processes between the self-confidence and the attention to the other as basic aspects to strengthen the student’s affectivity and their desire to learn.The aim, therefore, is to know the strengths and weaknesses of the formative reality of these profes-sionals, reflecting on how to reduce these shortcomings, providing initiatives that favor processes of professional development and promoting learning based on the professional identity of the teacher.