The aim of this paper is to describe an approach to the study of the educational trajectories of students at risk of exclusion and to discuss the suitability of this methodological procedure for a narrative approach. In this research, the theory of the life course by reconstructing life stories has been used to observe how the different experiences in the educational trajectory of these students develop and how these affect their involvement with their studies and school. Through this paper, the research process will be exposed, from the epistemological foundation of research to the method employed for the analysis and discussion of results. A way to delve into an insufficiently explored form of research will be proposed. The application of Barton and Lazarsfeld’s qualitative analysis procedures is novel in the paper; not only for the depth achieved in the analysis of the trajectories of the subjects, but also for the possibility of its integral application in the data analysis software ATLAS.ti. The main conclusions reached in this text are: (1) the full validity of the analysis procedures established by Barton and Lazarsfeld; (2) the progress that supposes its application with the support of the software ATLAS.ti; (3) Semantic exploration through the tools available facilitates the deepening of the development of biographical-narrative research.
<p>El estudio explora los motivos que lle-<br />varon en el pasado a los alumnos 3 a una<br />trayectoria que culminó en el abandono<br />escolar temprano. Partiendo de este ob-<br />jetivo general, la investigación realizada<br />tiene carácter exploratorio y heurístico,<br />adoptando una metodología cualitativa<br />conducente a obtener conocimiento liga-<br />do a la experiencia, significado y contexto<br />de los sujetos protagonistas. Para ello, y</p><p>en el marco de un estudio de caso, se ha<br />recurrido a entrevistas semiestructuradas<br />en profundidad con el alumnado joven<br />perteneciente a la Escuela de la Construc-<br />ción en Ceuta, que oferta itinerarios for-<br />mativos para la inserción socio-laboral de<br />personas en situación o riesgo de exclu-<br />sión social. El procedimiento ha permitido<br />recoger información sobre la trayectoria<br />de los alumnos hasta acceder al centro.<br />Los relatos han sido sometidos a un aná-<br />lisis narrativo, adoptando los resultados<br />el formato de biogramas con categorías<br />referidas a periodos vitales que permitie-<br />ran dar cabida a singularidades asociadas<br />a cada situación personal. Los resultados<br />obtenidos indican que la reanudación de<br />la trayectoria formativa no sólo depende<br />de la propia formación sino también de la<br />trayectoria previa de los sujetos. Existen<br />razones que, desde los centros, empujan<br />a los alumnos a abandonar su educación<br />y, desde fuera de ellos, a sacarles de la<br />educación, teniendo asimismo ambos ti-<br />pos de razones incidencia en la posterior<br />decisión de reanudar su formación.</p>
This article analyzes teaching collaboration, one of the most promising professional development activities, as it appears in a broader investigation about different dimensions of continuing education of teachers in Spain. First, we describe the relevance of teaching collaboration as a new paradigm in professional development, and we present the conceptual definition of teaching collaboration and clarify key factors that explain current fractures between theory and practice. Our research questions, mixed investigation design (quantitative and qualitative) applied to a sample of teachers and Teacher Centers in different regions of the country, and data analysis and discussion focus on how and why good approaches (i.e. teachers collegiality in schools) fail to get developed or meet expectations, and theoretical and practical implications of these developments.
El trabajo se propone conocer si el profesorado de la educación obligatoria participa en programas de formación, así como la tipología de dichas modalidades educativas, y la valoración del grado de aprovechamiento que los docentes hacen de ellas. Se recogen aportaciones de 1 mil 413 profesores de enseñanza obligatoria mediante un muestreo incidental, en diferentes comunidades autónomas españolas. Los resultados indican una alta participación del profesorado en modalidades de formación gestionadas desde la administración educativa por los Centros de Profesores. A su vez, predominan las modalidades de entrenamiento técnico individual, sobre todo cursos o talleres. Se puede concluir que la formación continuada del profesorado es principalmente a través de modalidades de “entrenamiento” o de orientación “consumista”.
La investigación que aquí presentamos es un estudio descriptivo de las diferentes perspectivas docentes sobre buenas prácticas de enseñanza en el aula, partiendo de tres dimensiones: la identificación y justificación de la buena práctica, la planificación y evaluación de la misma y el desarrollo de ésta en el aula; tomando en cuenta la interacción entre estos procesos y la diferenciación de contextos de enseñanza. Se trata de un estudio realizado a seis docentes (dos maestras de 2º ciclo
Schools, as in the case of other organizations, face complex challenges due to generational phenomena. In addition to an increasingly aging teaching workforce, schools are becoming more age-diverse, with coexisting multiple generations. Two consequences of this situation are the declining availability of relevant and critical knowledge for schools as teachers retire and the difficulties associated with maintaining professional relationships among teachers of different generations. These challenges have highlighted the significance of understanding the relevance of generations of teachers and identifying ways to build on generational diversity. Specifically, intergenerational collaboration and learning are needed to meet these challenges. Accordingly, this study aims to (1) examine generational diversity among teachers, (2) inquire into their interactions and the learning processes accompanying collaborative experiences in professional development, and (3) explore how these experiences and processes can enhance professional learning and practice. To this end, an exploratory mixed methods research project is conducted, comprising a multiphase design with two exploratory sequential studies (QUAL→quan). The participants are a sample of beginner, veteran, and retired teachers from Spain’s publicly funded schools. In the qualitative strands of the study, data collection techniques comprise focus groups and semi-structured in-depth interviews followed by thematic analysis. In the quantitative strands, questionnaires (a multidimensional scale and a survey experiment) are the major data sources, which are subjected to descriptive and inferential statistical (factor and conjoint) analyses. The focus is primarily on the qualitative strands.
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