Teacher training and engagement of the students in their learning
DOI:
https://doi.org/10.35362/rie692134Keywords:
student engagement | disengagement | teacher | training | training modalityAbstract
This article addresses key issues about teacher training when dealing with the school disaffection and disengagement of some students. This text is structured in three sections. The first one justifies the importance of teacher training, and then the need of that training in a moment such as de one where living nowadays when the pressure for getting the best possible results coexist with the presence in the classrooms with students with a strong disaffection and disengagement is justified and argued. The third section offers three considerations about the general characteristics that should define that training: 1) Aimed at all staff, whether working at regular classrooms or in specific programs for disengaged students 2) not restricted to only providing teachers with a list of techniques and procedures like recipes. Instead, it should be aimed to provide them with broad frameworks of analysis, comprehension and interpretation of the situations leading to the disengagement and how to address them and 3) put on display, combining different approaches and training methods, including the training in the educational center of the staff among them.
Downloads
References
Bolívar B., A. (2011). ”Hacer del centro educativo un proyecto de trabajo conjunto. Superar barreras e impedimentos”, Monográficos Escuela, pp. 7-8, disponible en http://www.juntadeandalucia.es/averroes/colegioandalucia/monograficobescuela.pdf.
Bolívar B., A. y López, Calvo, L. (2009). “Las grandes cifras del fracaso y los riesgos de exclusión educativa”. Profesorado, revista de currículo y formación del profesorado, vol. 13, núm. 3, pp. 51-78.
Colectivo Lorenzo Luzuriaga (2012). Documento sobre el fracaso escolar en el Estado de las Autonomías. Disponible en http://www.colectivolorenzoluzuriaga.com (última entrada 4 julio 2012).
Crosswell, L. y Elliott, B. (2004). Committed Teachers, Passionate Teachers: the dimension of passion associated with teacher commitment and engagement. Comunicación presentada en la Australian Association for Research in Education Annual Conference, Melbourne, Disponible en http://eprints.qut.edu.au/968/1/cro04237.pdf (última entrada 11 febrero 2014).
Cullen. L. (2012). Increasing Teacher Engagement: What’s Good for Students, Is Good for Teachers. Disponible en http://www.cea-ace.ca/blog/lori-cullen/2012/03/4/increasing-teacher-engagement-what%E2%80%99s-good-students-good-teachers (última entrada 10 de febrero 2014).
Dei, S.,G.J. (2003). “Schooling and the dilemma of youth disengagement”. McGill Journal of education, vol. 38, núm. 2.
Escudero, J.M. (2007). Viejas y nuevas dinámicas de exclusión educativa. Cuadernos de pedagogía, núm. 371, pp. 86-89.
Escudero, J. M (2009). “Formación en centros y comunidades docentes de aprendizaje: teoría y práctica”, en Puelles B., M. (cood.) Profesión y vocación docente, Madrid, Biblioteca Nueva.
Escudero, J.M. (2011). “Los centros escolares como espacios de aprendizaje y de desarrollo profesional de los docentes”, en González, Mª.T. (Coord.), Innovaciones en el gobierno y la gestión de los centros escolares, Madrid, Síntesis.
Escudero, J.M. y Gómez, L. (eds.) (2006). La formación del profesorado y la mejora de la educación, Barcelona, Octaedro.
Escudero, J. M., González, Mª T y Martínez, B (2009). “El fracaso escolar como exclusión educativa: comprensión, políticas y prácticas”, en Revista Iberoamericana de Educación, núm 50, pp. 41-64. http://www.rieoei.org/rie50a02.pdf
Escudero, J.M. y González, Mª T. (2013). “Estudiantes en riesgo, centros en riesgo: Dimensiones, interpretaciones e implicaciones prácticas”, en Escudero, J.M. (Coord.): Estudiantes en riesgo, centros escolares de riesgo: Respuestas educativas al alumnado en situaciones de vulnerabilidad, Murcia, Diego-Marín.
Escudero, J.M., González, M.T. y Rodríguez, M.J. (2013). “La Mejora Equitativa de la Educación y la Formación del Profesorado”, en Multidisciplinary Journal of Educational Research, Vol. 3, núm. 3, pp. 206-234.
Furman, G. (2012). “Social Justice Leadershipas Praxis: Developing Capacities Through Preparation Programs”. Educational Administration Quarterly, vol. 48 núm. 2, pp. 191-229.
Giangresco, M.F.; Stephen, M.B. y Edelman, S. (2001). “Teacher Engagement with students with disabilities: Differences between paraprofessional service delivery models”, en JASH, vol. 26, núm 2, pp. 75- 86.
Hanson-Peterson, J. (2013), Do training programs equip teachers with skills to teach disengaged students? A preliminary scan, Brotherhood of St Laurence Research and Policy Centre. Disponible en http://www.bsl.org.au/ (última entrada 14 febrero 2013)
Hargreaves, A. y Fullan, M. (2014). Capital profesional. Madrid: Morata
Krichesky, G; Martinez-Garrido, C.; Martínez, A.M.; García, A.; Castro, A. y González, A. (2011), “Hacia un programa de formación docente para la justicia social”, en Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, Vol. 9, núm. 4, pp. 64-77.
Kumashiro, K.; Baber, S. A.; Richardson, E. Ricker-Wilson, C. y Wong, P. L. (2004). “Preparing teachers for anti-oppressive education: International movements”, en Teaching Education, núm. 15, pp. 257–275.
McMahon, B.J. y Zingier, D. (2009), “Student Engagement: Contested concepts in two continents”, en Research in Comparative and International Education, vol.4, núm. 2.
McMahon, B. y Portelli, J.P. (2012). “The Challenges of Neoliberalism in education: Implications for student engagement”, en McMahon, B.J., y Portelli, J.P. (Eds.). Student engagement in urban schools. Beyond neloberal discourses, Charlote, NC,Information Age Publishing.
Nieto, J.M. y Portela, A. (2013). “Análisis del Programa de Diversificación Curricular”, en Escudero, J.M. (coord.), Estudiantes en riesgo, centros escolares de riesgo: Respuestas educativas al alumnado en situaciones de vulnerabilidad, Murcia, Diego Marín.
Portelli, J. P. y Mc McMahon B.J (2004). “Why critical democratic engagement?” Journal of Maltese Education research, vol. 2, núm. 2, pp. 39-45.
Portelli, J.P.; Shields,C.M. y Vibert, C.B. (2007). Toward an equitable education: Poverty, diversity and students at-risk, The national report, Toronto, OISE, Disponible en http://www.oise.utoronto.ca/cld/UserFiles/File/Toward_an_Equitable_Education.pdf (ultima entrada 10 febrero 2012).
Ritchie, Scott (2013). “Teaching for Social Justice in Three Voices, Journal of Critical Thought and Praxis, vol. 2, núm, 2.
Seal, I. (2009). Exploring the experiences of new teachers in working with students at risk of disengagement, Doxa Youth Foundation, Disponible en http://www.doxa.org.au (última entrada 14 marzo 2011).
Smyth, J. (2006). “‘When students have power’: Student’s engagement, student voice, and the possibilities for school reform around ‘dropping out’ of school”, International Journal of Leadership in education, vol. 9, núm. 4, pp, 285-298.
Taylor, L. & Parsons, J. (2011). Improving Student Engagement. Current Issues in Education, 14(1). Disponible en http://cie.asu.edu/
Timperley, H. (2008). Teacher professional learning and development. International Academy of Education. Disponible en http://www.orientation94.org/uploaded/MakalatPdf/Manchurat/EdPractices_18.pdf (última entrada 14 marzo 2011).
Timperley, H. y Alton Lee, A (2008). “Refraiming Teacher Professional Learning: An Alternative Policy Approach to Strengthening Valued Outcomes for Diverse Learners”, Review of Research in Education, vol. 32, pp. 1-43
Ukpokodu, O.N. (2010). “Engagement and Social Justice and Institutional Change: Promises and Paradoxes”, International Journal of Critical Pedagogy, vol. 3, núm. 2, pp. 104-126
Willms, J. D., & Friesen, S. (2012). The Relationship Between Instructional Challenge and Student Engagement. What did you do in School Today? Research Series Report Number Two, Toronto: Canadian Education Association. Disponible en http://www.cea-ace.ca/sites/cea-ace.ca/files/cea-2012-wdydist-report-2.pdf (última entrada 29 marzo 2013).
How to Cite
Downloads
Published
Issue
Section
License
Any authors who publish with this journal accept the following terms:
