Percepción de estudiantes de pedagogía en relación a las oportunidades para el desarrollo de prácticas generativas en su formación
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Date
2016
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Abstract
El desafío de integrar teoría y práctica en el curriculum de formación inicial de profesores es un tema relevante en la agenda de investigación en este campo. Se presentan los resultados de un cuestionario sobre la percepción de estudiantes en relación a las oportunidades para el desarrollo de prácticas generativas en su trayectoria formativa, que fue diseñado con el propósito de monitorear un proceso de rediseño curricular que apunta a poner la práctica como eje de la formación y a recoger evidencia para su ajuste. El instrumento pregunta a 1.294 estudiantes de cursos disciplinares, didácticas y prácticas acerca de su percepción sobre la coherencia y las distintas oportunidades de aproximación a la práctica que han tenido. Se hace una comparación entre cursos. Menos de la mitad de los estudiantes (porcentaje ≤ 50%) señaló contar con oportunidades para ensayar prácticas generativas en los cursos de didáctica y práctica en la universidad.
The challenge of integrating theory and practice in the curriculum of initial teacher training is an important issue in the research agenda in this field. The results of a questionnaire on perceptions of students in relation to opportunities for the development of high leverage practices in their education programs are discussed. The instrument was designed with the purpose of monitoring a process of curriculum redesign aimed at putting practice as the core of the training process and to look for evidence for adjustment of the change process. The instrument was applied to 1,294 students of disciplinary, methods and field experience courses and asked their perception about coherence and opportunities to different approximations to practice in the courses. The results between courses are compared. Less than half of students (percentage ≤ 50%) indicated having opportunities to rehearse high leverage practices in methods and field experience courses at the university.
The challenge of integrating theory and practice in the curriculum of initial teacher training is an important issue in the research agenda in this field. The results of a questionnaire on perceptions of students in relation to opportunities for the development of high leverage practices in their education programs are discussed. The instrument was designed with the purpose of monitoring a process of curriculum redesign aimed at putting practice as the core of the training process and to look for evidence for adjustment of the change process. The instrument was applied to 1,294 students of disciplinary, methods and field experience courses and asked their perception about coherence and opportunities to different approximations to practice in the courses. The results between courses are compared. Less than half of students (percentage ≤ 50%) indicated having opportunities to rehearse high leverage practices in methods and field experience courses at the university.
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Keywords
Prácticas generativas, Formación inicial de profesores, Percepción de estudiantes, Coherencia, Aproximaciones a la práctica, High leverage practices, Pre-service teacher education, Students' perceptions