INVESTIGACIONESPercepción de estudiantes de pedagogía en relación a las oportunidades para el desarrollo de prácticas generativas en su formación Teacher candidates' perceptions of opportunities to develop core practices in a teacher education program RESUMEN El desafío de integrar teoría y práctica en el curriculum de formación inicial de profesores es un tema relevante en la agenda de investigación en este campo. Se presentan los resultados de un cuestionario sobre la percepción de estudiantes en relación a las oportunidades para el desarrollo de prácticas generativas en su trayectoria formativa, que fue diseñado con el propósito de monitorear un proceso de rediseño curricular que apunta a poner la práctica como eje de la formación y a recoger evidencia para su ajuste. El instrumento pregunta a 1.294 estudiantes de cursos disciplinares, didácticas y prácticas acerca de su percepción sobre la coherencia y las distintas oportunidades de aproximación a la práctica que han tenido. Se hace una comparación entre cursos. Menos de la mitad de los estudiantes (porcentaje ≤ 50%) señaló contar con oportunidades para ensayar prácticas generativas en los cursos de didáctica y práctica en la universidad.Palabras clave: prácticas generativas, formación inicial de profesores, percepción de estudiantes, coherencia, aproximaciones a la práctica ABSTRACT The challenge of integrating theory and practice in the curriculum of initial teacher training is an important issue in the research agenda in this field. The results of a questionnaire on perceptions of students in relation to opportunities for the development of high leverage practices in their education programs are discussed. The instrument was designed with the purpose of monitoring a process of curriculum redesign aimed at putting practice as the core of the training process and to look for evidence for adjustment of the change process. The instrument was applied to 1,294 students of disciplinary, methods and field experience courses and asked their perception about coherence and opportunities to different approximations to practice in the courses. The results between courses are compared. Less than half of students (percentage ≤ 50%) indicated having opportunities to rehearse high leverage practices in methods and field experience courses at the university.
This study examines the allocation of novice primary teachers in Chilean schools, looking at their characteristics and at the attributes of the schools at which they are hired after having completed their initial teacher training. The study reveals that in Chile, more qualified novice teachers are more prone to get jobs in socio-economically advantaged schools or in schools with better academic outcomes. In contrast, in disadvantaged schools, it is more likely to find novice teachers with poor results on their exit exams and who come from socioeconomic backgrounds similar to those of the school populations. These findings provide new data to inform Chilean policies. Thus, achieving a more equitable distribution of highly qualified teachers is a challenge for Chile if the aim is to reduce the achievement gap between schools attended by pupils of higher and lower socioeconomic status. Furthermore, these findings might shed some light on the current debate surrounding teacher education policies. A new law will mandate that novice teachers pass the exit exam that until now they have taken voluntarily in order to be hired in any publicly funded school. This study provides support and evidence to inform the debate that will follow in parliament, since we found that novice teachers performing at a very low level—perhaps below the minimum that will be required—have a high probability of ending up working in schools in more disadvantaged areas. On a more general scale, this research also provides a simple but complete methodology that can be used to study issues of teacher distribution elsewhere.
Resumen El presente artículo recoge la experiencia académica de formación para la investigación de estudiantes universitarios en el tema de mujer y conflicto armado como estrategia pedagógica dentro del Curso Sociología de la Universidad Nacional Abierta y a Distancia-UNAD. La reflexión que se presenta atiende a la identificación de problemáticas abordadas en torno al tema y las miradas que se proyectan en su construcción. La importancia de ello, es la conjugación de ejercicios de responsabilidad social universitaria para hacer lecturas de paz en escenarios de post-conflicto. Palabras clave: mujer, conflicto armado, subjetividad, feminidad, conciencia solidaria. Abstract This paper presents the academic experience of training for research of university students on the theme of women and armed conflict as a teaching strategy in the Sociology course of the Universidad Nacional Abierta y a Distancia-UNAD. Reflection that occurs serves the identification of issues addressed on the issue and looks that are projected in construction. The importance of this is the combination of exercises of university social responsibility to make peace readings scenarios post-conflict. La construcción de la conciencia solidaria: una obligación a la hora de comprender la relación mujer y conflicto armado Desde el año 2012 se adelanta en Colombia un proceso de negociación entre el gobierno de Juan Manuel Santos y las FARC-EP, que tiene como objetivo poner fin al conflicto armado con esta organización. Estos acuerdos de paz, desarrollados en La Habana-Cuba, han suscitado opiniones diversas entre la población civil: algunas más bien optimistas, ven en este proceso la posibilidad real de superación de la guerra, mientras una amplia franja de opinión ha ganado terreno en el debate sobre la importancia de suscribir un pacto nacional por la convivencia pacífica, pues considera que el logro de la paz no puede depender de un acuerdo entre dos actores, cuando la violencia se ha insertado en la vida cotidiana de
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