Didáctica, temporalidad y formación docente

Abstract

RESUMENUn aspecto clave de la formación docente lo constituye la dimensión didáctica, puesto que interpela directamente la actuación profesional y, consecuentemente, el sentido de la enseñanza y el aprendizaje de las nuevas generaciones. Así, adoptar una u otra perspectiva didáctica tiene profundas implicaciones para la configuración de la subjetividad y para la construcción de un tipo específico de sociedad. Al respecto, el texto aborda reflexiones epistemológicas a partir de uno de los casos de estudio de una investigación cualitativa en curso, cuyo propósito es analizar las lógicas de pensamiento que movilizan, articulan y/o configuran estudiantes de pedagogía. Las reflexiones giran en torno a las implicancias de la temporalidad de la institución escolar, que presiona hacia una acción didáctica episódica incapaz de generar una trama narrativa con sentido, perpetuando, de este modo, el orden dominante.

Teacher’s Professional Self-Awareness Within The Interactions With Students In Higher Education: Temporality and Relationality

“…Without reflection a teacher is inclined to provide objective and factual knowledge by removing it from the context in which it was created. It implies transforming it into packaged knowledge, closed to itself, fragmented and transmitted at a given time formally (Vergara, 2015). Such perspective contradicts human diversity and is focused on the incapability of students to design and implement a learning that allows them to effectively learn the same thing and at the same time.…”

“…Thus higher education teachers live experiences of de-synchronization from cultural referents and it shapes their self-awareness (Lewis, 2017). The professional self-awareness of a higher education teacher within the interactions with students not rare is understood as a competence, which means the alignment of the teacher's knowledge, attitudes, values, and thinking to the formal requirements and management of the temporality that is imposed on learning and which is conceived as a continuous and progressive process (Vergara, 2015). But teacher's professional self-awareness is developed within the logic of temporality of particular higher education school and temporality of the balancing between the didactic and spontaneous nature of their interactions with students, i.e., combining or balancing between the intended and unforeseen aspects.…”

“…This makes the temporality of teacher-students interactions invisible. However, humans perceive events separately (Vergara, 2015). But in higher education teachers organize them into a continuum in regard to formalities such as study program, study subject, and study level, to which the former two are related.…”

“…Interaction means the relationship and connectedness between teacher and student that is mediated by each participant's identity and agency (Kriewaldt, 2015). Relationships between teachers and students in higher education incorporate temporality as lived time and relationality as lived self-other (Vergara, 2015). According to van Manen (2014), the temporality and relationality guides the teacher's reflection to ask, "What is the meaning of his/her time experiences and experiences of relationships within the teacher-student interactions in higher education with respect to professional self-awareness?…”

English as Foreign Language Teaching in High Schools: A Chilean Case Study

“…The didactic strategy is a result of a system of actions carried out in the short, medium and long term that allows the transformation of the teaching-learning process in an assignment, level, or institution based on the components of the same and that allows the achievement of the proposed objectives at a specific time (Vergara, 2015). The term 'didactic' comes from the Greek didaskein meaning 'teach' and teckne meaning 'art'.…”