Self-study in the design of the methodological strategy of Learning Based on a Teaching Project for teacher training
DOI:
https://doi.org/10.35362/rie8223526Keywords:
self-study, creativity, digital, multidisciplinary, learning, skillsAbstract
After more than a decade of training for future teachers, self-reflection on the practice for learning is inevitable, to interpret, build and define the know-how in the profession, own and of future teachers. In the formation of these, creativity is a necessary condition to serve as a transmitter of know-how and favors the multidisciplinary approach in learning, where ICTs, in the digital era, serve as a guiding thread in the coordination of resources, contents, and didactic strategies. This virtual environment is exceptionally useful to provide a radial and integral vision of the teaching and learning processes, for those who take the Master's Degree in Teacher Training (MFP), which promotes the development of skills and / or skills required in the professional environment they face, the teaching and transmission of knowledge. This work shows, as a study case, the personal reflective process developed in the implementation of a comprehensive proposal for Learning Based on a Teaching Project (ABPD), which has been developed since the becoming of the MFP at the UCM in the Didactics subject in the specialty of Economics and Business Administration (ADE and ECO), from the focus of self-study in practical and pedagogical training, combining the university and secondary education centers.
Downloads
References
Avalos, B., (2003). Teacher professional development in Teaching and Teacher Education over ten years, Teaching and Teacher Education, 27, 10-20.
Bender, W. (2012). Project-Based Learning: Differentiating Instruction for the 21st Century. California: Corwin.
Berry, A. (2016). Tensiones en la reconceptualización del conocimiento del formador de formadores: explorando la tensión entre valorar y reconstruir la experiencia. En: Russell, Hirmas y Fuentealba (Eds.), Formadores de formadores, descubriendo la propia voz a través del self-study (pp. 77-95). Santiago de Chile: OEI.
Boss, S. y Krauss, J. (2007).Reinventing Project-Based Learning: your field-guide to real-word projects in the Digital Age. Washington-EEUU: ISTE.
Brockbank A. y Mc Gill I. (2002). Aprendizaje reflexivo en la Educación Superior. Madrid, España: Ediciones Morata.
Cabrera-Murcia, E.P., Silva, C. y Gorichón, S. (2020). Formas de enseñar que favorecen en mis estudiantes la reflexión en torno a cómo brindar en la primera infancia experiencias de enseñanza potenciadoras de aprendizaje: una mirada desde mi práctica docente. Revista Iberoamericana de Educación, 82(1), 75-97. https://doi.org/10.35362/rie8213650.
Carrasco, A., Gracia, E., e Iglesia, M. C. (2004). Hacia una nueva estrategias didáctica. Tres experiencias docentes con TIC en la enseñanza de Teoría Económica”, en Libro de actas de la XIV Jornadas Luso-Españolas de Gestión Científica. Ed. Universidad de Ponta Delgada.
Conde-Jimenez, J. y Martín-Gutierrez, A. (2016). Potencialidades y necesidades de mejora en la formación de profesores noveles universitarios. Revista Electrónica de Investigación Educativa 18(1), 140-152.
Delors, J. (1996). La educación encierra un tesoro. Madrid: Unesco-Santillana.
Dondi, C. (2001). El desarrollo del individuo, el trabajador, el ciudadano: los objetivos de la educación en la sociedad de la información: cómo pueden ayudar las TIC a la innovación”. Scienter. https://bit.ly/36OYM12
De Miguel, M. (2006). Métodos y metodologías de enseñanza en la educación superior. Metodologías de enseñanza y aprendizaje para el desarrollo de competencias. De Miguel (Coord.), Madrid. Alianza editorial.
Echevarría, B. y Martínez, P. (2018). Revolución 4.0, Competencias, Educación y Orientación. RIDU: Revista digital de investigación en docencia universitaria, 12(2). https://doi.org/10.19083/ridu.2018.831
Ferguson, R. (2012). Learning analytics: drivers, developments and challenges. International Journal of Technology Enhanced Learning, 4(5/6), 304-317.
García-Lázaro, I., Colás-Bravo, P. y Conde-Jiménez, J. (2020). Análisis de las necesidades formativas del tutor universitario de prácticas externas desde la perspectiva del self-study. Revista Iberoamericana de Educación, 82(1), 121-140. https://doi.org/10.35362/rie8213652.
Gilbert, M. (2001). El profesor del siglo XXI: de transmisor de contenidos a guía del ciberespacio. Dis’ponible en https://bit.ly/2OqW4IH.
González, J. y Wagenaar, R. (2003). Tuning Educational Structures in Europe. Informe Final Fase Uno. Bilbao: Universidad de Deusto.
Hamilton, M. L. & Pinnegar, S. (1998). Introduction: Reconceptualizing teaching practice. In M. L. Hamilton, S. Pinnegar, T. Russell, J. Loughran, y V. LaBoskey (Eds.), Reconceptualizing the education of teachers: Self-study in teacher education, 1-4. London: Falmer.
Harrison, C. y Killion, J. (2007). Ten roles for teacher leaders. Educational Leadership, 65(1), 74-77. Disponible en https://bit.ly/396MTVL.
Iglesia, M. C. (2012). La identificación de factores en el desarrollo de competencias de los estudiantes universitarios. Un estudio exploratorio. Revista Complutense de educación, 23(1), 207-240. Disponible en https://bit.ly/36UndKr
Iglesia, M. C. (2018). Aprendizaje Basado en un Proyecto Docente: Aprendizaje, creatividad, innovación y nuevos roles en la formación de profesorado en la era digital. Revista Complutense de Educación 29(4), 1253-1278. Disponible en https://bit.ly/393StrL
Johns, C. (2010). Guided reflection: A narrative approach to advancing professional practice. Oxford: Wiley-Blackwell.
Jackson, D. (2017). Developing pre-professional identity in undergraduates through work-integrated learning. Higher Education, 74(5), 833-853. https://doi.org/10.1007/s10734-016-0080-2.
Kitchen, J. (2005). Looking Backward, Moving Forward: Understanding my Narrative as a Teacher Educator, Studying Teacher Education, 1(1), 17-30. https://doi.org/10.1080/17425960500039835
Kitchen, J. (2016). Mirando al pasado, avanzando hacia el futuro: comprendiendo mi narrativa como formador de formadores. En: Russell, Hirmas, y Fuentealba (Eds.), Formadores de formadores, descubriendo la propia voz a través del self-study, 189-203. Santiago de Chile: OEI.
LaBoskey, V. K. (2004). The Methodology of Self-Study and Its Theoretical Underpinnings. En: Loughran, Hamilton, LaBoskey y Russell (Eds.), International Handbook of Self-Study of Teaching and Teacher Education Practices (pp. 817-869). Springer Netherlands. https://doi.org/10.1007/978-1-4020-6545-3_21
Long, Ph. y Siemens, G. (2011). “Penetrating the Fog: Analytics in Learning and Education”. EDUCAUSE Review, 46(5), 30-40.
Loughran, J. y Russell, T. (2016). Comenzando a entender la enseñanza como una disciplina. En: Russell, Hirmas, y Fuentealba (Eds.), Formadores de formadores, descubriendo la propia voz a través del self-study, 65-76. Santiago de Chile: OEI.
MacKinnon, A. (2017). Practicum and Teacher Education: Wrapped Around Your Finger. Studying Teacher Education, 13(2), 231-238. https://doi.org/10.1080/17425964.2017.1342361.
McWilliam, E. (2004). W(h)ither practitioner research? The Australian Educational Researcher, 31(2), 113-126.
Maloney, C. y Konza, D. (2011). A case study of teachers’ professional learning: Becoming a community of professional learning or not? Issues in Educational Research, 21(1).
Marzo, M., Pedraja, M. y Rivera, P. (2006). Habilidades y competencias demandadas por el mercado laboral. Icade: Revista de las Facultades de Derecho y Ciencias Económicas y Empresariales, 73, 347-363.
Moraes, M. C. y Torre, S. D. L. (2002). Sentipensar bajo la mirada autopoética o cómo reencantar creativamente la educación. Creatividad y sociedad, 2, 41-56.
Murray, J. y Male, T. (2005). Becoming a teacher educator: Evidence from the field. Teaching and teacher education, 21(2), 125-142.
Official Journal of the European Union (2008). Decisión Nº 1350/2008/EC OF European Parliament and of the Council, of 16, december.
Olan, E. L. y Edge, C. (2019) Collaborative Meaning-Making and Dialogic Interactions in Critical Friends as Co-Authors. Studying Teacher Education, 15(1), 31-43. https://doi.org/10.1080/17425964.2019.1580011
Patton, A. (2012). Work that matters. The Teacher’s guide to project-based learning. Londres: PaulHamlynFoundation. Disponible en https://bit.ly/2v4W7TS
Pascu, C. (2008). An Empirical Analysis of the Creation, Use and Adoption of Social Computing Applications. IPTS Exploratory Research on the Socio-economic Impact of Social Computing. Institute for Prospective Technological Studies (IPTS), JRC, European Commission. EUR 23415. Disponible en https://bit.ly/2u8p5lH
Perrenoud, P. (2004). Desarrollar la práctica reflexiva en el oficio de enseñar: Profesionalización y razón pedagógica. México: Colofón.
Pinnegar, S. y Hamilton, M. L. (2009). Self-Study of Practice as a Genre of Qualitative Research: Theory, Methodology, and Practice. Netherlands: Springer. Series: Self-Study of Teaching and Teacher Education Practices, 8.
Pithouse-Morgan, K., Muthukrishna, N., Pillay, D., Van Laren, L., Chisanga, T., Meyiwa, T. y Stuart, J. (2015). Learning about Co-Flexivity in a Transdisciplinary Self-Study. Research Supervision Community. En: Pithouse-Morgan y Samaras (Eds.), Polyvocal Professional Learning through Self-Study Research, 145-171. Netherlands: Sense Publishers. https://doi.org/10.1007/978-94-6300220-2_9.
Ripamonti, S., Galuppo, L., Bruno, A., Ivaldi, S. & Scaratti, G. (2018). Reconstructing the internship program as a critical reflexive practice: the role of tutorship. Teaching in Higher Education, 1-18. https://doi.org/10.1080/13562517.2017.1421627.
Robin, B. (2008). Digital storytelling: a powerful technology tool for the 21st century classroon. Theory into practice, 47(3), 220-228.
Robinson, J. (1974). Ensayos sobre Análisis Económico. Madrid: Fondo de Cultura Económica de España.
Russell, T. Fuentealba, R. e Hirmas C. (2016) (Eds.). Formadores de formadores, descubriendo la propia voz a través del self-study, Santiago de Chile: OEI.
Russell, T. (2017). A teacher educator’s lessons learned from reflective practice. European Journal of Teacher Education, 41(1), 4-14. https://doi.org/10.1080/02619768.2017.1395852.
Ryan, Ch. (2014). Becoming Teachers, Becoming Researchers: a Case Study. American Journal of Educational Research, 2(8), 585-591. Disponible en https://bit.ly/36XWRqO.
Samaras, A. P. (2002), Self-Study for Teacher Educators: crafting a pedagogy for educational change. New York: Peter Lang Publishing.
Santibanez, D., Silva-Peña I., Tello P., Flores M., Nocetti A., Gutiérrez M. y Orrego C. (2017). Self-study como proceso de formación de formadores, pp. 115-136, en Investigación para la formación de profesores. Ediciones Universidad Católica Silva Henríquez, Eds González-García; Silva-Peña; Sepúlveda-Parra; Del Valle.
Schön, D. (1998). El profesional reflexivo. Cómo piensan los profesionales cuando actúan. Barcelona: Paidós.
Schumpeter, J. A. (1954). History of Economic Analysis. (First published 1954 por Allen & Unwin Publishers Ltd); Reeditado por Taylor & Francis e-Library, 2006.
Shang, S., Li, E.Y., Wu, Y.L. y Hou, O. (2011). Understanding web 2.0 service models: a knowledge-creating perspective. Information & Management, 48, 178-184.
Siemens G. (2013). Learning Analytics: The Emergence of a Discipline, American Behavioral Scientist, 57(10), 1380-1400, SAGE Publications. Disponible en https://bit.ly/2GR971R.
Slavin, R. (1999). Aprendizaje cooperativo. Teoría, investigación y práctica. Argentina: Aique.
Snow-Gerono, J., (2005). Professional development in a culture of inquiry: PDS teachers identify the benefits of professional learning communities. Teaching and Teacher Education, 21(3), 241-256.
Stern, D. (2004). The present moment in psychotherapy and everyday life. New York: W.W. Norton & Company.
Terigi, F. (2012). Los saberes docentes. Formación, elaboración en la experiencia e investigación. Buenos Aires: Fundación Santillana.
Thomas, L. (2017): Learning to Learn about the Practicum: A Self-Study of Learning to Support Student Learning in the Field. Studying Teacher Education, 13(2), 165-178. https://doi.org/10.1080/17425964.2017.1342354.
Villalustre, L y del Moral M. E. (2014). Digital storytelling: una nueva estrategia para narrar historias y adquirir competencias por parte de los futuros maestros. Revista Complutense de Educación, 25(1), 115-132. http://revistas.ucm.es/index.php/RCED/article/view/41237
Wake, J. Dysthe, O. y Mjelstad, S. (2007). New and Changing Teacher Roles in Higher Education in a Digital Age. Educational Technology and Society, 1(10), 40-51.
Zeichner, K. (2010). New epistemologies in teacher education. Rethinking the connections between campus courses and practical experiences in teacher education at the university. Interuniversity Journal of Teacher Education, 68(24.2), 123-150.
Zeichner, K. & Noffke, S. (2001). Practitioner research. In V. Richardson (Ed.). Handbook of research on teaching. (4th ed.), 298-330. Washington DC: American Educational Research Association.
How to Cite
Downloads
Published
Issue
Section
License
Any authors who publish with this journal accept the following terms:
