Teorías subjetivas en profesores y su formación profesional

Martínez, David Jorge Cuadra; Ahumada, Jorge René Catalán

doi:10.1590/s1413-24782016216517

Cited by 10 publications

(8 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In the latter case, the effect of regression to the mean should have shown a rise in scores. Another possible and more likely avenue of explanation is the commonly-held belief of many teachers and trainers that the most important lessons are not from the university, but in practice (Cuadra & Catalán, 2016;Sánchez, 2016). This could cause academic reading motivation to be reduced, especially in students with more academic motivation, that is, high engagement and intellectual curiosity (school motivation and nonschool vocation).…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, when academic reading is valued less, relevant knowledge of the discipline is not used for professional training. Any drop in the perception of utility, attainment, interest, or cost means that reading will be increasingly superficial, and specifically, in utility, in addition to signalling lesser content relevance, this serves as an incentive to dispense with it; in attainment, this is associated with the idea that the teaching profession does not require specialised knowledge (Cuadra & Catalán, 2016) or that practical training is sufficient to supplant it; in interest, reading tasks are further affected (Clinton, 2011); and finally, in cost that the person is willing to assume, this drop undermines motivation to read academic texts in depth and leads to others, probably less thorough practices in accessing knowledge, such as reading the course notes or presentation slides of the class.…”

Section: Dangers Of a Drop In Motivation For Academic Readingmentioning

confidence: 99%

See 1 more Smart Citation

Demotivation in academic reading during teacher training

Muñoz

Valenzuela

2019

Journal Research in Reading

View full text Add to dashboard Cite

Background: In this study, we analyse the process of academic reading demotivation in elementary preservice teachers. Academic reading motivation is conceptualised from the Expectancy-Value Theory, with the respective eponymous dimensions as well as interest, attainment, utility, and cost as subcomponents for task value. Methods: These motivational variables were measured by the Escala Motivacional por la Lectura Académica (Academic Reading Motivation Scale). Analysis focused on confirming the demotivation process organised by four different educational motivation profile types (clusters), as well as by cohorts. Participants were a total of 785 elementary preservice teachers from seven Chilean universities, both public and private, from six regions of Chile, enrolled in the first, third and last years of their programme. This population was tested, with a subsample (n = 295) retested the following year. Results: Results show a concentration of negative motivational changes in the "school motivation" group, as well as changes during the first years of the programme. The more affected dimensions are utility and cost. There is no evidence for changes in feeling of competence for academic reading (expectancy). Conclusions: We conclude the importance of focusing efforts on avoiding these negative motivational changes in students that demonstrate three key characteristics: they want to become primary teachers, they are engaged in their studies, and finally, they want to work in the school system.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Dangers Of a Drop In Motivation For Academic Readingmentioning

confidence: 99%

Demotivation in academic reading during teacher training

Muñoz

Valenzuela

2019

Journal Research in Reading

View full text Add to dashboard Cite

show abstract

“…Así también los criterios de exclusión fueron: 1) La categorización, es decir estudios que no correspondan a la rama de educación y ciencias sociales 2) Estudios no empíricos, tales como notas, ensayos, conferencias y comentarios, 3) Artículos publicados antes del año 2010 y después del 2019, 4) Estudios en idiomas diferentes al español, inglés y portugués 5) Artículos repetidos o duplicados 6) Estudios de formación continua en docentes de educación superior y de otras profesiones diferentes a la educación. (Creswell & Poth, 2018).…”

Section: Criterios De Inclusión Y Exclusiónunclassified

La formación continua de los docentes de educación básica infantil en américa latina: una revisión sistemática

Aguirre-Canales

Gamarra-Vásquez

Lira-Seguín

et al. 2021

riv

View full text Add to dashboard Cite

El propósito principal del presente artículo fue llevar a cabo una revisión sistemática de estudios empíricos sobre la formación continua de docentes en los niveles de educación básica infantil en América Latina, dicha información fue recogida de revistas indexadas en relación al tema en la base de datos de Scielo, Scopus, Ebsco y Dialnet, entre los años 2010 al 2019. De acuerdo al análisis de las evidencias recopiladas, en los diferentes estudios se identificaron aspectos como: a) la formación continua como medio de transformación de la práctica pedagógica, b) el desarrollo profesional docente y la cultura investigativa como parte de la formación continua, c) la importancia del desarrollo de los programas de formación continua para potenciar las capacidades pedagógicas de los docentes. Concluyendo que las publicaciones en relación a la formación continua presentan un carácter ascendente, siendo Brasil el país con el mayor número de publicaciones. Así también, se develó que la metodología más utilizada en estos estudios es de enfoque cualitativo y finalmente se demostró que las aplicaciones de los programas de formación continua tuvieron efectos positivos en la modificación de su trabajo diario como docente y la mejora como profesional.

show abstract

“…Una vía posible de exploración se relacionaría con el discurso de los profesores en torno a la importancia de los aspectos prácticos por sobre aquellos más conceptuales o teóricos que informan la profesión, incluso llegando a un cierto desprecio por estos últimos (cf. Cuadra & Catalán, 2016). Suponemos que esta desvalorización de lo teórico podría ser una pista importante para explicar esta baja en el deseo de saber.…”

Section: Consecuencias De La Falta De Modelos De Aprendices O Profesounclassified

Explorando las causas del Descenso en la Curiosidad Intelectual durante la Formación Docente en Chile

Lobos¹,

Muñoz²,

Valenzuela³

2020

REMIE

View full text Add to dashboard Cite

Recent research shows significant motivational changes during teacher training including a significant drop in the intellectual curiosity of teachers in training. Given the relevance of this observation and its possible impact on the quality of the training of future teachers, this study aims to describe and analyze student-attributed caused to declined intellectual curiosity during initial teacher training. From a general sample of future primary teacher (n=295) who were evaluated across motivational variables, students who showed a significant drop in this variable were selected for interview (posttest-pretest delta ≥-1z). Students were interviewed in depth (n=10) to explore possible causes behind motivational decline. Causes attributed to low motivation focus on factors within teacher training: expectations/reality discrepancy, lowdemanding or non-challenging environments, and technical conceptions of the teaching profession. Self-reported attributions to reasons behind declining motivation are consistent with previous studies. A generalized perception of low quality, lack of challenge, and the eminently technical character of the profession conspire against student commitment to solid academic formation. Given that intellectual curiosity is key in learning and can provide teachers the opportunity to model the desire to learn in their students, widespread perception of low quality and demand is a wake-up call for training institutions.

show abstract

Teorías subjetivas en profesores y su formación profesional

Cited by 10 publications

References 5 publications

Demotivation in academic reading during teacher training

Demotivation in academic reading during teacher training

La formación continua de los docentes de educación básica infantil en américa latina: una revisión sistemática

Explorando las causas del Descenso en la Curiosidad Intelectual durante la Formación Docente en Chile

Contact Info

Product

Resources

About