Modelo profesional de referencia en la formación inicial de profesores

Abstract

RESUMENEsta investigación se planteó como objetivo central desentrañar el/los modelo(s) de ciencia(s) y los modelos de praxis que subyacen en los procesos de formación de los profesionales de pedagogía de un centro de estudios de nivel superior a fin de dar cuenta de los modelos profesionales vigentes y establecer eventuales relaciones entre estos modelos teóricos y los modelos prácticos, mediante una metodología de carácter cualitativo-interpretativa. Los resultados evidenciaron una relativa convivencia entre los modelos profesionales de referencia cognitivo y constructivista, avalada en un cambio paradigmático que se desplaza desde el positivismo al interpretativo. FORMACiÓN DE DOCENTES -PROFESiONALiZACiÓN -DOCENTES -ENSEÑANZA SUPERiORABSTRACT THE PROFESSiONAL MODEL OF REFERENCE iN iNiTiAL TEACHER TRAiNiNG. This investigation arose as a central objective to unravel the / those model (s) of science and the praxiological models that underlie the training processes of education professionals from a center of higher education studies in order to take into account current professional models and establish possible relationships between these theoretical models and practical models, using a qualitative and interpretative methodology. The results showed that there is a relative coexistence between professional models with a cognitive and constructivist reference point, endorsed by a paradigm shift that moves from positivism to interpretation. TEACHERS EDUCATiON -PROFiSSiONALiZATiON -TEACHERS -HiGHER EDUCATiON

Learning strategies in initial teacher training: a systematic review

“…It appears that the methodologies used by teachers generate significant changes in students, since a link was found between an active, more participatory methodology and a less rigorous evaluation and more practical tasks contextualised in the students' reality (Martínez-Berruezo and García-Varela, 2011). This leads to the need for teachers to be trained in specific pedagogical practices, allowing for the use of student-centred teaching, and their specific involvement in teaching practice, decision making and problem solving, collaboration and communication with others, and the confidence that enables them to teach in the classroom (Du Plessis, 2020;Ferrada and Villena, 2010). Therefore, it is necessary to broaden the background of experiences and learning based on these, since their limited nature restricts their ability to adapt the appropriate strategy depending on the situation (Iredale, 2012).…”

“…This study has analysed the teaching methodologies implemented in initial teacher training, shedding light on an ongoing challenge in a society that demands continual adaptation. An important aspect highlighted by the findings is the notable need for professional teacher training directed towards a reflective professional model (Ferrada and Villena, 2010). Teachers must be trained to develop skills such as the ability to create alternatives for emerging problems, utilise and generate knowledge effectively, and leverage resources to define the foundations for problem solving.…”

“…This shift should encourage the development of students' intellectual, professional and communicative skills, as well as personal growth, ultimately contributing to their future success as educators. To prepare for their future role as teachers, students must acquire various skills, and critical thinking more particularly, thus highlighting the necessity for educational practices that promote this skill (Ferrada and Villena, 2010;Higgs, 2013;Jerónimo-Arango et al, 2020;León et al, 2011;Pierce and Kalkman, 2003).…”