2021
DOI: 10.5565/rev/educar.1192
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La idealización de la profesión de maestro y los límites de la formación docente: análisis de un caso

Abstract: J. Paredes-Labra; A. Kachinovsky Melgar tècniques permet generar un informe de balanceig sobre la idealització. Els resultats denoten una adherència dels futurs mestres al fet d'haver de ser professionals d'elevats fins, amb una perspectiva molt centrada en l'ensenyament per a la transmissió que ignora tant les característiques de l'aprenentatge com qüestions didàctiques que podrien millorar-la i que dificulten la preparació com a docent. Paraules clau: característiques del mestre; educació primària; creences;… Show more

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Cited by 3 publications
(3 citation statements)
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“…Positive or negative life experiences, stand out in the exercise of the professional career, being necessary the permanent accompaniment (1:10) to improve teaching competencies (Andreucci-Annunziata & Morales Cabello, 2020;Falcón Linares & Arraiz Pérez, 2020;Martín Cuadrado et al, 2021;Paredes-Labra & Melgar, 2021;San Martín Cantero et al, 2021), to avoid negative experiences (1:25), which finally harm the professional with adverse side effects (Marcelo García et al, 2021). Situations presented in the student body with low cognitive ability or at the limit, which are not easily recognized, therefore, the faculty is in permanent updating (Montero & Gewerc, 2018).…”
Section: Discussionmentioning
confidence: 99%
See 1 more Smart Citation
“…Positive or negative life experiences, stand out in the exercise of the professional career, being necessary the permanent accompaniment (1:10) to improve teaching competencies (Andreucci-Annunziata & Morales Cabello, 2020;Falcón Linares & Arraiz Pérez, 2020;Martín Cuadrado et al, 2021;Paredes-Labra & Melgar, 2021;San Martín Cantero et al, 2021), to avoid negative experiences (1:25), which finally harm the professional with adverse side effects (Marcelo García et al, 2021). Situations presented in the student body with low cognitive ability or at the limit, which are not easily recognized, therefore, the faculty is in permanent updating (Montero & Gewerc, 2018).…”
Section: Discussionmentioning
confidence: 99%
“…Identity is understood as a critical reflective practice that, analyzes the development of teaching (Andrade-Stanzani, 2021), where confluence not only, the experiences as a university student, but also the processes of initial and permanent training, which can be positive or negative (Hernández-Ramos et al, 2021;Hernández Fajardo, 2021;Marcelo García et al, 2021) together with the permanent accompaniment in teaching practice (Esteves Pairazamán et al, 2019;Martín Cuadrado et al, 2021;Paredes-Labra & Melgar, 2021;San Martín Cantero et al, 2021) and the importance of years of experience must be recognized, because it offers a high mastery of the subject (Lizasoain, 2021). In addition, identity is a mixture of knowledge acquired from training and experience, which are integrated with the achievement of competencies such as: ethical commitment, research, innovation, permanent communication, autonomy and empathy with the student body (Monereo & Domínguez, 2014).…”
Section: Introductionmentioning
confidence: 99%
“…En las últimas tres décadas la profesión docente ha aumentado sus desafíos, atravesando fenómenos como la disminución del respeto social, el aumento de la multiculturalidad, presiones y expectativas socioeconómicas sobre su rol social, nuevas demandas sobre el uso de tecnologías en el aula, la idealización de su quehacer y un constante cambio en las condiciones en las cuales se desarrolla su trabajo (García-Poyato y Cordero, 2019;López, 2021;Paredes-Labra y Kachinovsky, 2021). Estos desafíos se han dado en un contexto de diferentes cambios sociales volátiles, inciertos, impredecibles, ambiguos y difusos (López, 2021).…”
Section: Desarrollo Profesional Trayectorias Y Profesión Docenteunclassified

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