Trajectòries de desenvolupament del professorat universitari durant un curs de formació pedagògica
Resum
Aquest estudi té com a objectiu analitzar el desenvolupament de l’expertesa pedagògica del professorat universitari durant un curs de formació pedagògica de deu ECTS de cinc mesos de durada. Les dades recollides consisteixen en un diari reflexiu dels divuit participants en el curs. El mètode d’anàlisi de contingut va servir per identificar les diferents trajectòries de desenvolupament del professorat des dels seus diaris reflexius. Les trajectòries difereixen les unes de les altres en termes de desenvolupament de les pràctiques, concepcions docents i identitat professional. Els resultats mostren com alguns professors es resisteixen a canviar les seves concepcions sobre l’ensenyament i l’aprenentatge, mentre que d’altres descriuen importants canvis tant en les seves concepcions sobre l’ensenyament i l’aprenentatge, com en la seva identitat docent. Aquests resultats estan d’acord amb la teoria del boundary crossing d’Akkerman i Bakker (2011).Paraules clau
desenvolupament de coneixements, desenvolupament pedagògic, vies de desenvolupament, professors universitaris, cursos de desenvolupament pedagògic, diaris de reflexióReferències
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Drets d'autor (c) 2015 Liisa Postareff, Anne Nevgi
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