Del maestro al educador profesional. Bases para la profesionalización
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Teacher professionalization
teacher identity
complex thinking
understanding performances
innovation
situated cognition
profesionalización docente
identidad docente
pensamiento complejo
innovación
cognición situada
teacher identity
complex thinking
understanding performances
innovation
situated cognition
profesionalización docente
identidad docente
pensamiento complejo
innovación
cognición situada
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Journal Title
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Volume Title
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Instituto Tecnológico de Santo Domingo (INTEC)
El propósito de este artículo es indagar las dificultades que conlleva el intento de profesionalizar la docencia, ya que el aprendizaje profesional ha sido reconocido como la característica clave de la educación de los profesores. Una razón podría ser que no se ha problematizado la identidad docente ni se ha revisado cómo ciertas clasificaciones o perfiles docentes delimitan las condiciones de posibilidad de la docencia como profesión. Otra razón que conspira contra la profesionalización docente es que pasar la formación docente a la educación superior no significó superar un rasgo que caracteriza a la pedagogía, cuyo origen no está en la reflexión filosófica sino en la moral y el método. Este artículo completa su propósito explicitando las bases de la experiencia de formación docente de la Pontificia Universidad Católica Argentina, el Modelo de Aprendizaje Inclusivo y Efectivo (AIE), que redefine la identidad profesional dentro de una concepción actualizada del conocimiento, como multidimensional, complejo y situado.
The purpose of this article is to investigate the difficulties involved in attempting to professionalize teaching since professional learning has been recognized as the key characteristic of teacher education. One reason could be that the teaching identity has not been challenged or revised nor has it been reviewed how certain classifications or teaching profiles define the conditions of possibility of teaching as a profession. The bases for its development are compromised since passing teacher training to higher education did not mean overcoming the stigma of the origin of pedagogy, a knowledge whose origin is morality and method, and not rational reflection. This article completes its purpose by making explicit the bases of the experience of teacher training at the Pontificia Universidad Católica Argentina, the Inclusive and Effective Learning Model (AIE Model), which redefines professional identity within an updated conception of knowledge, as multidimensional, complex and situated.
The purpose of this article is to investigate the difficulties involved in attempting to professionalize teaching since professional learning has been recognized as the key characteristic of teacher education. One reason could be that the teaching identity has not been challenged or revised nor has it been reviewed how certain classifications or teaching profiles define the conditions of possibility of teaching as a profession. The bases for its development are compromised since passing teacher training to higher education did not mean overcoming the stigma of the origin of pedagogy, a knowledge whose origin is morality and method, and not rational reflection. This article completes its purpose by making explicit the bases of the experience of teacher training at the Pontificia Universidad Católica Argentina, the Inclusive and Effective Learning Model (AIE Model), which redefines professional identity within an updated conception of knowledge, as multidimensional, complex and situated.
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info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Article evaluated by peers
Artículos evaluado por pares
info:eu-repo/semantics/publishedVersion
Article evaluated by peers
Artículos evaluado por pares
Source
Science and Education; Vol. 6 No. 1 (2022): Science and Education - Special Monographic on Teacher Training; 97-108
Ciencia y Educación; Vol. 6 Núm. 1 (2022): Ciencia y Educación - Monográfico Especial sobre Formación Docente; 97-108
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; 97-108
2613-8808
2613-8794
10.22206/cyed.2022.v6i1