Valoración de una experiencia formativa de indagación desde la mirada de la identidad docente
DOI:
https://doi.org/10.19136/pd.a31n74.3856Palabras clave:
Identidad profesional, Relación investigación-docencia, Relación teoría-práctica, Práctica docente, formación de docente, Educación superior.Resumen
El objetivo de este artículo es analizar la valoración y percepción de una experiencia formativa en indagación de estudiantes de pedagogía desde la mirada de la identidad docente. Se aplicó una encuesta a 11 profesores en formación de una universidad pública al sur de Chile. Los que se encontraban aplicando el modelo Educational Design Research en su practicum, a la vez que estaban siendo formados en talleres. Los resultados fueron analizados utilizando métodos mixtos e informan que valoran positivamente la mayoría de las actividades de aprendizaje realizadas durante la formación. Manifiestan mayor valoración por la aplicación de técnicas para recolectar información en el contexto escolar y menos por la revisión de literatura. Consideran que los talleres aportaron al desarrollo de habilidades informaciones, a pesar de que igual reconocen estas habilidades como una de sus mayores dificultades. La revisión de literatura es lo que perciben menos representativo de su identidad docente y tienen más valoración por las ideas que provienen de voces de personas cercanas, que por referentes teóricos. Se concluye que los participantes se posicionan desde una identidad docente levemente contrariados con la indagación, por una parte valoran ciertas actividades asociadas a ellas, pero también experimentan tensiones, principalmente en relación con el uso de literatura.Referencias
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