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Necesidades de formación docente hacia una profesionalización bajo el enfoque de la práctica reflexiva en una escuela de enfermería
(Universidad Panamericana, Escuela de Pedagogía, 2021-12-31)
Medrano, Paula
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
This article aims to diagnose Spanish Hospital Nursing School (SHNS) teachers ́ training necessities toward professionalization model, on the basis of the reflective practice in order to carry out in a future work. To reach the objective, questionnaires were applied to teachers and students regarding teaching at school, together with an extensive interview with tea-chers, with a qualitative approach expressing the meaning they give to their teaching prac-tice through their experience. It was posible to identify the teaching needs, demonstrating that it is important to develop a training program, obtaining relevant information: most of the teachers teach lectures despite of the fact that they motivate reflection and research; they would like to learn there flective practice model. With the perception that teachers have of themselves, their practice and their students, the implementation of the program will be favored since they have passion for teaching and demand, with great interest to train students in a comprehensive way not just academically
21 124
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Experiencia de reflexión sobre el Portafolio de desempeño pedagógico (PDP) en la evaluación del docente en Chile
(Universidad Panamericana, Escuela de Pedagogía, 2020-01-26)
Vidal Sepúlveda, Paola
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Nocetti-de-la-Barra
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
Public policy points to an evaluation process with a formative nature, but there is not enough research in this regard and therefore, the objective of the study was to describe the experience of reflection in the framework of the development of the portfolio of pedagogical performance (PDP) in teachers of public establishments in the commune of Santiago, Chile. The study was interpretive, particularly a case study, in which teachers selected by intentional sampling participated. Semi-structured interviews were developed, which were subjected to a content analysis. The results show impeding conditions for personal and institutional reflection. Less facilitating conditions for reflection were identified and it is concluded that there are more conditions that limit reflection and also, it could be noted that the formative function of this teaching evaluation is not fulfilled.
7 151
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Procesos de aprendizaje reflexivo en la investigación para la docencia
(Universidad Panamericana, Escuela de Pedagogía, 2019-11-30)
Mata Pérez, Ana Ma
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Hernández Sánchez, Pedro
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Centeno Noriega, Gerardo Esteban
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
Professional development for teachers has been a debate in international policy forums, where it has been repeatedly pointed out the link between teaching practice and educational achievement results. Research has shown the need to orient initial and continuing training of reflective professionals capable of investigating and improving their practice. This paper presents some a discussion related to teachers’ professional development in the context of postgraduate programs in Education. Graduate programs should be seen, as a continuing training process that aims to the improvement of teachers’ practice, considered an essential element in the path of the so called educational quality in México.
6 96
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Aprendizaje reflexivo en el marco de las prácticas en alternancia en el grado de educación primaria en la UIC Barcelona
(Universidad Panamericana, Escuela de Pedagogía, 2019-12-30)
Vidal Raméntol, Salvador
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
This article describes the process experienced by future primary education teachers at UIC Barcelona. Teachers’ practices are a fundamental piece in the career to obtain an undergraduate degree in Primary Education. Within the alternation theoretical framework students at UIC Barcelona, are distributed in different schools, after a few weeks of theory and practice in the university classroom. While being in their school placements, they take notes with an observation rubric about those aspects that most interest them in the teaching and practice of Mathematics. After returning to the university classroom, a reflective work is done (Fuertes, 2016), bearing in mind that reflection, observation and analysis are basic tools that allow us to build knowledge (Korthagen, 2001, Schön, 1998).
5 71
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Narrativas, prácticas reflexivas y saberes pedagógicos en docentes en formación
(Universidad Panamericana, Escuela de Pedagogía, 2019-12-30)
Nocetti-de-la-Barra
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Hizmeri, Julio
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Arriagada Candia, Jocelyn
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
Chile maintains the challenge of training reflective teachers and in this context, the objective of the study was to describe through stories about teachers’ experiences in the practice centers analyzing their relationship with reflective practice and the construction of pedagogical knowledge. The study was conducted with students in three programs of pedagogical training in the Biobío region in southern Chile. The research was interpretive with multiple case design. The students wrote stories during the practice and shared them in a virtual site. The results indicate that writing stories meant «re-living, re-thinking and re-flexing» and by sharing them, they are «enriched», «recognized» and «reconstructed» from the pedagogical knowledge acquired in the teaching practice. In conclusion, the narrative stimulates reflective practice and promotes processes of teacher training and transformation, based on an epistemology that distance themselves from an applications model of teacher education.
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La profesión docente desde una mirada sistémica
(Universidad Panamericana, Escuela de Pedagogía, 2019-11-30)
Domingo Roget, Àngels
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
This article analyzes from the systemic perspective the characteristics of the classroom as a living and dynamic ecosystem and discusses how it’s challenging management, is an activator of the process of teacher professionalization. The experience and some specific characteristics of the teachers´ professional scenario add new elements for reflection and continuous improvement. From a systemic pedagogy, always sensitive and attentive to feedback processes occurring in the classroom, the teacher is prompted to reflect on her practice and experience with the purpose of transforming the experiential and reflective learning into a source of professional feedback for continuous improvement of the teaching practice.
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