Trayectorias de desarrollo del profesorado universitario durante un curso de formación pedagógica
Resumen
El presente estudio tiene como objetivo analizar el desarrollo de la experticia pedagógica del profesorado universitario durante un curso de formación pedagógica de diez ECTS de cinco meses de duración. Los datos recogidos consisten en un diario reflexivo de los dieciocho participantes en el curso. El método de análisis de contenido sirvió para identificar las diferentes trayectorias de desarrollo del profesorado desde sus diarios reflexivos. Las trayectorias difieren unas de otras en términos de desarrollo de las prácticas, concepciones docentes e identidad profesional. Los resultados muestran cómo algunos profesores se resisten a cambiar sus concepciones acerca de la enseñanza y el aprendizaje, mientras que otros describen importantes cambios tanto en sus concepciones sobre la enseñanza y el aprendizaje, como en su identidad docente. Estos resultados están en consonancia con la teoría del boundary crossing de Akkerman y Bakker (2011).Palabras clave
desarrollo de conocimientos, desarrollo pedagógico, vías de desarrollo, profesores universitarios, cursos de desarrollo pedagógico, diarios de reflexiónCitas
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Derechos de autor 2015 Liisa Postareff, Anne Nevgi
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
