Innovación disruptiva y Nueva Identidad Docente Modelo AIE-UCA de formación por aptitudes
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Initial teacher training
Teacher professionalization
Inclusion
Competences
Situated cognition
Innovation
Formación inicial docente
Profesionalización docente
Inclusión
Competencias
Cognición situada
Innovación
Teacher professionalization
Inclusion
Competences
Situated cognition
Innovation
Formación inicial docente
Profesionalización docente
Inclusión
Competencias
Cognición situada
Innovación
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Volume Title
Publisher
Instituto Tecnológico de Santo Domingo (INTEC)
La profesionalización docente requiere de una transformación innovadora en la formación inicial que reformule la identidad y supere una formación academicista propiciando un aprendizaje multidimensional y situado. Este artículo describe los resultados del modelo innovador de formación docente inicial AIE-UCA (Aprendizaje Inclusivo y Efectivo-Universidad Católica Argentina), desarrollado para superar las limitaciones de los modelos tradicionales. A tales efectos desarrolla el concepto de innovación, las condiciones institucionales que posibilitan su realización y las características que conforman el desarrollo de la profesionalidad (nueva identidad). Se realiza un análisis ex post facto mediante una metodología mixta sustentada en gran medida en el análisis cualitativo de contenido de desempeños de estudiantes durante los primeros cuatro años de despliegue de la experiencia. Los resultados evidencian una formación inicial innovadora en la cual los futuros educadores desarrollan conscientemente capacidades profesionales que integran conocimientos disciplinares, experiencia práctica y posicionamiento ético-político. También aportan evidencias sobre las transformaciones organizacionales que posibilitaron una experiencia innovadora inclusiva y efectiva, con indicadores alentadores de eficiencia interna y de reducción sustantiva de la brecha educativa entre los estudiantes que forman parte de la experiencia.
Teacher professionalization requires, among other things, an innovative transformation in initial training that reformulates the identity and goes beyond encyclopedic education, promoting multidimensional and situated learning. This article describes the results of the innovative model of initial teacher training AIE UCA (Inclusive and Effective Learning - Argentinian Catholic University), developed in order to overcome the limitations of traditional models. To this end, it analyses the concept of innovation, the institutional conditions that make its realization possible and the characteristics that shape the development of professionalism (new identity). An ex post facto analysis was carried out using a mixed methodology based to a great extent on the qualitative content analysis of student outcomes during the first four years of deployment of the project. The results show an innovative initial training in which future educators consciously develop professional skills that integrate disciplinary knowledge, practical experience and ethical-political position. They also provide evidence on the organizational transformations that made possible an inclusive and effective innovative experience, with encouraging indicators of internal efficiency and substantial reduction of the educational gap among students taking part in the experience.
Teacher professionalization requires, among other things, an innovative transformation in initial training that reformulates the identity and goes beyond encyclopedic education, promoting multidimensional and situated learning. This article describes the results of the innovative model of initial teacher training AIE UCA (Inclusive and Effective Learning - Argentinian Catholic University), developed in order to overcome the limitations of traditional models. To this end, it analyses the concept of innovation, the institutional conditions that make its realization possible and the characteristics that shape the development of professionalism (new identity). An ex post facto analysis was carried out using a mixed methodology based to a great extent on the qualitative content analysis of student outcomes during the first four years of deployment of the project. The results show an innovative initial training in which future educators consciously develop professional skills that integrate disciplinary knowledge, practical experience and ethical-political position. They also provide evidence on the organizational transformations that made possible an inclusive and effective innovative experience, with encouraging indicators of internal efficiency and substantial reduction of the educational gap among students taking part in the experience.
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info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Items evaluated by peers
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Science and Education; Vol. 6 No. 1 (2022): Science and Education - Special Monographic on Teacher Training; 7-26
Ciencia y Educación; Vol. 6 Núm. 1 (2022): Ciencia y Educación - Monográfico Especial sobre Formación Docente; 7-26
2613-8808
2613-8794
10.22206/cyed.2022.v6i1
Ciencia y Educación; Vol. 6 Núm. 1 (2022): Ciencia y Educación - Monográfico Especial sobre Formación Docente; 7-26
2613-8808
2613-8794
10.22206/cyed.2022.v6i1