La Potencialidad del Diálogo Freireano para las Pesquisas acerca de la Constitución de los Formadores de Profesores

Abstract

En ese artículo, presentamos algunas contribuciones de una pesquisa, cuyos objetivos fueran: a) analizar, a partir de la práxis y del diálogo freiriano, cómo los formadores de profesores van constituyéndose en sus historias de vida y de formación; b) apuntar caminos compartidos de reorientación de las pesquisas y propuestas acerca de formación continua del profesorado. Utilizamos los presupuestos de la Metodología Comunicativo-crítica y el referencial teórico de Paulo Freire para la organización y análisis de los datos acerca de la historia de vida de dos formadores. Los resultados indicaron principios y acciones volteadas a la orientación de las pesquisas y propuestas acerca de formación continua de educadores, en una perspectiva dialógica, considerando que las relaciones de los seres humanos se dan en el mundo, con el mundo y con la gente.

On the Shoulders of Giants: Benefits of Participating in a Dialogic Professional Development Program for In-Service Teachers

“…Five elements of success were identified that could be integrated into other professional development programs: (1) active learning as an opportunity to be involved instead of passive learning as a mere attendee, (2) coherence between theory and practice, (3) connection to the demands placed on teachers, (4) ability to apply the knowledge gained in schools in which the teachers are involved, and (5) collective participation based on teachers' involvement in reflective practices, in which evidence-based approaches to TPD and teaching are discussed (Barr et al, 2015). The last dimension has been widely explored as a successful component of TPD (Marques et al, 2016;Paula, 2018).…”

Student teachers volunteering in pre-service programmes in successful schools: Contributing to their successful training

“…Paulo Freire (2000) believed that a close connection between theory and practice was a basic element for improving educational practice. In fact, the scientific literature stresses that this link between theory and practice is essential for different types of learning, particularly when the aim is to have teachers trained to practice in diverse schools (Paula, 2018;Darling-Hammond, 2010;OECD, 2011). However, despite the efforts of several universities, recent research highlights the existing gap between theory and practice in teacher education programmes (Hobjilȃ, 2012;Korthagen, Loughran, & Russell, 2006;Ryan, Carrington, Selva, & Healy, 2009).…”

Promoting Emotional and Social Well-Being and a Sense of Belonging in Adolescents through Participation in Volunteering

“…If students do this correctly, it is because their transformative learning has been achieved through reflection and dialogue [ 20 ], in contrast to what Freire [ 21 ] calls banking education; that is, passive students using their own training process that is disconnected from the environment. For this reason, this link is emphasized, whereby at the same time that theoretical knowledge is acquired, it can be put into practice in different settings [ 22 , 23 , 24 ].…”