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Un ciclo de innovación sostenible para la mejora continua de la práctica docente colaborativa
(Universidad Panamericana, Escuela de Pedagogía, 2023)
Navareño Pinadero, Pedro
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
This article proposes an experiential learning cycle design that aims to institutionalize a sustainable innovation process for the continuous improvement of collaborative teaching practice. That allows, in a recurring and systematic way, to elaborate, align and develop didactic, pedagogical, common and shared practices by teachers. In order to overcome the idea that teacher professional development is achieved individually, carrying out pedagogical and disciplinary updating activities, when in reality research shows that the most effective way to achieve it is to transform centers into professional learning communities. With the implementation of the cycle, it is intended to find meaning, give coherence and consistency to all the educational actions of the institution, and guarantee an integral formation of the students based on common values and principles of intervention, agreed upon and shared by the teaching team and the educative community. The cycle is a study aimed at improving collaborative teaching practice and is based on the theory of experiential learning developed by David Kolb from the work of John Dewey, Kurt Lewin and Jean Piaget. Among the findings of its application, the cycle ensures and supports collaborative work as the basis of experiential teaching professional development located in the context of educational institutions, by allowing responses to their needs and legitimate interests to be built from within. Finally, as a conclusion, the cycle offers an organizational and functional process that facilitates the path to follow for a positive collaborative interaction between teachers.
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Evaluación del proceso de transformación de la escuela en comunidades profesionales de aprendizaje
(Universidad Panamericana, Escuela de Pedagogía, 2023)
Malpica Basurto, Federico
;
Navareño Pinadero, Pedro
;
Martínez Mesa, Ruth Clarena
The teaching profession can no longer be understood without collegiate work, which allows professionals not only to be good individual recipe applicators but, above all, to feel safe to develop common methodological strategies, try out new collective practices and be recognized for them. This conception supposes the transformation of the prevailing professional teaching culture, to reach constant agreements on what should be learned in each educational entity, and, consequently, when, and how, what has been learned should be taught and evaluated, on the behaviour of educational agents, as well as the type of institutional experiences to stimulate the desired learning. Considering the educational entity as a complex system, the model of positive educational transformation in professional learning communities (PLC), allows an intervention in all these dimensions jointly, with the purpose of eventually taking it to its inflection point, through a highly participatory approach of reflection on practice and collaboration among equals to generate autonomous work structures that sustain long-term transformation. The field work carried out using the case methodology, and the subsequent triangulation of project documentation, online surveys and interviews, has allowed us to conclude on the importance of aligning teaching and management practices, and the degree of maturity of the educational organization in terms of the beliefs of its members, the technical-pedagogical variables, the internal culture, the leadership, the communication between the educational agents, as well as the organization and management, in the processes of positive educational transformation.
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Revista Panamericana de Pedagogía

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