Research with qualitative approach and ethnography as a symbolic interpretive methodology, were the means of analysis and reflection of the teaching practice in the learning process, through the Journal of practice, stories, interviews, records and questionnaires. Results account for the event of teaching practice, speaking the process of initial training, because of its complexity, it is seen as an action with a high degree of subjectivity which does not occur in isolation. In this sense, it is needed by teachers, make deeper readings to establish the siege of relations that articulate it with the outside world. Immersed in this process with all its implications, both subjective as silent outside, the educational action that originates in the classroom is not only there, because the practice acquires extensive dimensions. The teaching practice, notes that making teachers work with students in initial training, to join the gardens of children, identified some problems that hinder the dynamics of pedagogical communication between students and teachers. After a long period of observation and problematizations, emerged from the classroom of the school of Capulhuac and reflected, lies much of the problem is hidden by the limitation that manifest the teacher Adviser to develop dialogue and reflection during the pedagogical relationship with students, generates prolonged silences, which here, for research purposes I have called as computer concept.RESUMENLa investigación con el enfoque cualitativo y la etnografía como metodología simbólica interpretativa, fueron el medio para el análisis y reflexión de la práctica docente en el proceso formativo, a través del: diario de práctica, relatos, entrevistas, registros y cuestionarios. Los resultados dan cuenta del acontecimiento de la práctica docente, al intervenir el proceso de formación inicial, por su complejidad, es vista como una acción con alto grado de subjetividad que no se da en forma aislada. En tal sentido es que requiere por parte de los profesores, hacer lecturas más profundas para establecer el cerco de relaciones que la articulan con el mundo exterior. Inmersa en este proceso con todas sus implicaciones, tanto subjetivas como del mudo exterior, la acción educativa que se origina en el aula, no queda sólo ahí, porque la práctica adquiere dimensiones extensas. En la práctica docente, se observa que realizar el trabajo docente con estudiantes en formación inicial, para incorporarse a los Jardines de Niños, se identifican algunos problemas que dificultan la dinámica de comunicación pedagógica, entre estudiantes y docentes. Después de un largo periodo de observación y problematizaciones, surgidas del aula de la Escuela Normal de Capulhuac y reflexionadas, se localiza que gran parte del problema se oculta por la limitación que manifiesta el docente asesor para desarrollar el diálogo y la reflexión durante la relación pedagógica con los estudiantes, genera silencios prolongados, lo que aquí, para fines de investigación, he llamado como concepto ordenador. Contacto principal: solalinaran1@hotmail.com
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.