¿Son consistentes las teorías implícitas y las prácticas de profesores universitarios de educación inicial?: un estudio de caso en la Universidad Finis Terrae
Date
2022
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Publisher
SIEP
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2076-6300
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Abstract
Desde la teoría de la formación inicial docente, se ha planteado la relevancia de asegurar la vinculación teoría-práctica, es decir, que las teorías acerca del aprendizaje que movilizan las educadoras, muestren un correlato con el repertorio de prácticas pedagógicas que despliegan al interior de la sala de clases. La evidencia disponible sugiere que la verificación de este calce permitiría acelerar los procesos de innovación pedagógica y cambio curricular en las prácticas de enseñanza de los profesores. A partir del análisis de material de interacciones videogradas en aulas de clases universitarias, este artículo busca examinar la convergencia entre la teoría implícita y la práctica pedagógica de un conjunto de 20 docentes universitarias que forman futuras educadoras de párvulos en la Universidad Finis Terrae en Chile. Los hallazgos exhiben que una baja proporción de los profesores universitarios reportaron una adherencia entre sus teorías implícitas y sus prácticas.
From the theory of initial teacher training, the relevance of ensuring the theory-practice link has been raised, that is, that theories about learning educators mobilize, exhibit a correlation with the repertoire of pedagogical practices that they deploy inside the classroom. The available evidence suggests that verification of this fit would accelerate the processes of pedagogical innovation and curricular change in the teaching practices of teachers. Based on the analysis of video-interaction material in university classrooms, this article seeks to examine the convergence between the implicit theory and the pedagogical practice of a group of 20 university teachers who train future early childhood educators at Finis Terrae University in Chile. The findings show that a low proportion of university professors reported adherence between their implicit theories and their concrete practices.
From the theory of initial teacher training, the relevance of ensuring the theory-practice link has been raised, that is, that theories about learning educators mobilize, exhibit a correlation with the repertoire of pedagogical practices that they deploy inside the classroom. The available evidence suggests that verification of this fit would accelerate the processes of pedagogical innovation and curricular change in the teaching practices of teachers. Based on the analysis of video-interaction material in university classrooms, this article seeks to examine the convergence between the implicit theory and the pedagogical practice of a group of 20 university teachers who train future early childhood educators at Finis Terrae University in Chile. The findings show that a low proportion of university professors reported adherence between their implicit theories and their concrete practices.
Description
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Santiago, Chile
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Universidad Finis Terrae
Citation
Keywords
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Atribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)