Los Contenidos De La Formación Continuada Del Profesorado: ¿qué Docentes Se Están Formando?

Abstract

RESUMENLos contenidos de la formación continuada del profesorado son tan solo uno de los elementos que componen los programas de desarrollo profesional docente. Son, sin embargo, relevantes e incluso decisivos, pues representan tanto el conocimiento de base como la sabiduría de la práctica con la que los docentes van construyendo su conocimiento y prácticas profesionales. Hacen posible el aprendizaje de determinados valores y concepciones, habilidades prácticas y disposiciones que son necesarias para entender de forma adecuada y afrontar las tareas y responsabilidades del ejercicio de la docencia. Una revisión actualizada de la literatura especializada sobre los contenidos de la formación nos ha permitido componer el marco teórico utilizado para llevar a cabo una investigación sobre la formación continuada del profesorado, durante los últimos años, en diversas Comunidades Autónomas, la Región de Murcia entre ellas.La metodología ha consistido en una investigación tipo encuesta, donde se han recabado un total de 1413 cuestionarios de profesores que imparten clase en la etapa de escolarización obligatoria. Tras el análisis y la discusión de los datos se desprenden ciertas implicaciones, que de una parte, permiten conocer lo que viene ocurriendo y, de otra, formular un conjunto fundado de implicaciones para las políticas y las prácticas en materia de formación del profesorado. PALABRAS CLAVEFormación continua del profesorado; contenidos de la formación; educación obligatoria; política educativa y práctica educativa. ABSTRACTThe contents of in-service teacher education are only one of the components of the teacher professional development programs. However, they are important and even decisive because they represent the knowledge base and the wisdom of the practice with which teachers are building their professional knowledge and practice. They make it possible to learn certain values and concepts, practical skills and dispositions that are necessary in order to understand and properly deal with teaching tasks and responsibilities. An updated specialized review on the contents of the training literature has allowed us to compose the theoretical framework used to conduct research on the in-service teacher training, in recent years, in various autonomous regions, Murcia included.The methodology has consisted of a survey type research where a total of 1,413 questionnaires have been collected from teachers who teach at the stage of compulsory schooling. After the analysis and discussion of the data, certain implications have emerged; on the one hand, they provide insight into what is happening and, on the other, they allow us to formulate a well-founded set of implications for policy and practice related to in-service teacher education in our context. KEY WORDSIn-service teacher education; the contents of teacher education; compulsory education; politics of education and educational practice. INTRODUCCIÓNLa calidad de la enseñanza y del profesorado son factores clave para la calidad educativa, siendo a su vez decisiva p...

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