2024-03-29T13:51:41Zhttps://www.tdx.cat/oai/requestoai:www.tdx.cat:10803/89212017-09-13T14:24:29Zcom_10803_311col_10803_332
TDX (Tesis Doctorals en Xarxa)
author
Chacón Corzo, Maria Auxiliadora
authoremail
corzomar@cantv.net
authoremailshow
true
director
González Soto, Ángel Pío
2011-04-12T18:11:32Z
2007-09-04
2006-06-08
9788469077757
http://www.tdx.cat/TDX-0625107-120634http://hdl.handle.net/10803/8921
T.1356-2007
La formación docente es una temática controversial y, en la actualidad, se exige formar docentes comprometidos y dispuestos a aprender permanentemente. De allí que la formación inicial debe contribuir con el desarrollo del potencial de los aspirantes a ser docentes. Este trabajo tuvo como protagonistas a los estudiantes de Pasantías de la Carrera de Educación Básica Integral de la Universidad de Los Andes Táchira "Dr. Pedro Rincón Gutiérrez" en Venezuela y se desarrolló en dos etapas. En la primera, los objetivos fueron: explorar las concepciones de los pasantes sobre las prácticas, indagar las experiencias de aprendizaje reflexivo adquiridas durante la carrera, examinar las competencias reflexivas y críticas adquiridas y describir las estrategias de enseñanza utilizadas por los practicantes. Analizada la información se encontró que durante el trayecto de formación, las competencias para la reflexión y la crítica son escasamente estimuladas. Por tanto, en la segunda etapa, los objetivos se orientaron hacia el diseño y ejecución de una propuesta que se concretó mediante un programa de enseñanza reflexiva. El estudio se ubica en la investigación cualitativa, es interpretativo en la I etapa, porque permite comprender e interpretar el fenómeno en estudio; posteriormente se incorporó la modalidad de Investigación Acción en cuanto surge la necesidad de impulsar mejoras y cambios en la formación inicial. Para ello, se emplearon técnicas e instrumentos cualitativos, como la entrevista, la observación, documentos como los diarios de los participantes y un cuestionario para explorar las opiniones de los participantes. Una vez efectuado el proceso de análisis, interpretación e integración de los resultados, puede señalarse que la propuesta contribuyó a mejorar las competencias reflexivas por cuanto impulsó la reflexión en y sobre la práctica. Del mismo modo, los participantes avanzaron progresivamente en los niveles de reflexión asumidos para este estudio. Por tanto, se concluye que la enseñanza reflexiva es una alternativa para formar docentes intelectuales, investigadores de su propia práctica y constructores de su propio conocimiento sobre la enseñanza.<br/>Palabras Clave: Formación inicial docente, Educación Básica, reflexión, crítica, enseñanza reflexiva.
Teacher development is a controversial area, and nowadays, the need to develop committed teachers with a life long learning attitude is being discussed. This need demands an effort to develop teachers' potential from the beginning of the career. From this perspective, this investigation conducted with the Practicum student teachers at the University of Los Andes Tachira "Dr. Pedro Rincon Gutierrez" in Venezuela, took place in two stages. In the first one, the major goal was to explore the students' conceptions about the Practicum and the reflective learning experiences they had acquired as well as to examine the critical reflective competences they had, and how they applied them in the Practicum. Based on the findings, during the second stage the objectives aimed at designing and implementing an intervention through a Reflective Teaching Program. In the first stage, the study used an interpretative qualitative paradigm to understand and interpret the phenomenon. In the second stage, action research was introduced as an approach to tackle improvement and change in the initial development program of the school teachers. Qualitative instruments such as interviews, observation, and student diaries as well as a questionnaire were used to explore the students' perceptions. As a result of the analysis, interpretation, and comparison of data, findings show that intervention helped improve student teachers' competencies to reflect because it fostered reflection-in-practice and on-practice. Likewise, the participants in the study made progress in their levels of reflection aimed at in the investigation. Therefore, it can be concluded that reflective teaching is an alternative to develop intellectual teachers who research their own practice, and therefore, construct their own knowledge about teaching.<br/>KEY WORDS: developing teachers, elementary school, reflection, critical, reflective teaching.
spa
formación inicial docente
enseñanza
crítica
Reflexión
La enseñanza reflexiva en la formación de los estudiantes de pasantías de la carrera de Educación Básica Integral.
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