Claudia Myrna Méndez Alarcón, Rosa Colomina Álvarez
El trabajo analiza un programa de formación basado en actividades de modelado en el aula. La finalidad última es comprender los procesos de ayuda formativa que ofrecen los formadores. El estudio propone una relectura de los procesos instruccionales (Coll, 2001) y asume el modelado como elemento clave para "el aprendizaje sobre la enseñanza" (Korthagen, Loughran & Russell, 2006). La metodología es cualitativa (Flick, 2004) con el estudio de casos (Yin, 2006). Los resultados muestran la potencialiad formativa del programa por la diversidad de actividades y por mantener las ayudas formativas durante el curso escolar evidenciando el traspaso del control de la mejora de la práctica del profesor/a.
This paper analyzes a training program for improving inclusive teaching practices in early childhood education based on modelling activities in the classroom. The purpose is to understand how trainers offered educational assistance to teachers through the construction of joint activity for transferring control of learning. Based on this analysis, the study also proposes an interpretation of the teachers’ education from a socio-constructivist perspective (Coll, 2001) and assumes that modelling is a fundamental activity for learning about teaching (Korthagen et al., 2006). The methodology is qualitative and is based on a case study (Yin, 2006) of three pairs of teachers. The results show the training potential of the program is linked to: the diversity of activities designed to achieve the individualized goals of improving teacher practice and the support process offered to teachers by the control transference of their learning and the possibility of maintaining training support throughout the school year.
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