Anywhere, anytimeLos itinerarios de aprendizaje de los docentes

  1. Vanesa Gallego-Lema
  2. José Miguel Correa Gorospe
  3. Estíbaliz Aberasturi-Apráiz
Revue:
Revista Fuentes

ISSN: 1575-7072,  2172-7775

Année de publication: 2020

Volumen: 22

Volumen: 2

Pages: 165-177

Type: Article

DOI: 10.12795/REVISTAFUENTES.2020.V22.I2.03 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Revista Fuentes

Résumé

Learning is not found in a specific space but occurs in different places and times. Currently, learning is understood as a continuous conversation that problematizes the naturalized, attending to the constant changes and causing an impact on teachers’ work. The research focused on analyzing, following a case study methodology with 22 teachers, which are the learning itineraries (spaces, times, contexts, people, etc.) of Primary Education and Early Childhood Education teachers. Among other results, teachers showed that they learn within the school, but also beyond its walls, being able to acquire knowledge in diverse physical and virtual contexts, such as at school, traveling, practicing sports, in training courses, reading, in social networks, and others. Therefore, a union of the formal and informal areas is carried out, linking the professional knowledge with the personal experiences that make up their teaching identity. On the other hand, they also valued that their learning processes are carried out with people, such as family, schoolmates, students, learning communities, and others. On the contrary, teachers found some limitations when it came to learning, such as fear of being judged; as well as conditioning factors, such as motivation

€ Voir financement

Information sur le financement

El trabajo descrito en este art?culo ha contado con la financiaci?n parcial del Ministerio de Econom?a y Competitividad (proyecto EDU2015-70912-C2-2-R), y con la ayuda postdoctoral ?Especializaci?n de personal investigador doctor? de la Universidad del Pa?s Vasco (UPV/EHU). Los autores tambi?n agradecen la colaboraci?n de los docentes implicados en esta investigaci?n, as? como el apoyo de los grupos de investigaci?n Elkarrikertuz y Esbrina.

Financeurs

Références bibliographiques

  • Arrúe, C., & Elichiry, N. E. (2014). Aprendizaje situado, actividad e interactividad. Análisis de talleres de juego en la escuela Primaria. Redalyc, XXI, 65–73.
  • Banks, J. A., Au, K. H., Ball, A. F., Bell, P., Gordon, E. W., Gutiérrez, K. D.,...Zhou, M. (2007). Learning in and out of school in diverse environments. Seattle: The LIFE Center (University of Washington, Stanford University and SRI) & the Center for Multicultural Education, University of Washington.
  • Bauman, Z., & Leoncini, T. (2018). Generación líquida: transformaciones en la era 3.0. Barcelona: Paidós.
  • Braidotti, R. (2014). Writing as a nomadic subject. Comparative Critical Studies, 11, 163-184. DOI: 10.3366/ccs.2014.0122
  • Braidotti, R. (2015). Lo posthumano. Barcelona: Gedisa.
  • Bruce, B. C. (2008). Ubiquitous learning, ubiquitous computing, and lived experience. In W. Cope & M. Kalantzis (Eds.), Ubiquitous learning (pp. 21–30). Champaign, IL: University of Illinois Press.
  • Bunk, G. (1994). La transmisión de las competencias en la formación y perfeccionamiento profesionales de la RFA. Revista Europea de Formación Profesional, 1, 8–14.
  • Burbules, N. C. (2012). Ubiquitous Learning and the future of teaching. Encounters on education = Encuentros sobre educación = Recontres sur l’éducation, 13, 3-14.
  • Burbules, N. C. (2014). El aprendizaje ubicuo: nuevos contextos, nuevos procesos. Entramados: educación y sociedad, 1, 131-134. Clough, P., & Halley, J. (2007). The affective turn: theorizing the social. New York: Duke University Press Books.
  • Cochran-Smith, M., & Lytle, S. (2003). Más allá de la certidumbre: adoptar una actitud indagadora sobre la práctica. En A. Lieberman & L. Miller (eds.), La indagación como base de la formación del profesorado y la mejora de la educación (pp. 65-79). Barcelona: Octaedro.
  • Contreras, J. (2010). Ser y saber en la formación didáctica del profesorado: una visión personal. Revista Interuniversitaria de Formación del Profesorado, 24(2), 61-81.
  • Cope, B., & Kalantzis, M. (2010). Ubiquitous Learning: an agenda for educational transformation. In B. Cope & M. Kalantzis (Eds.), Ubiquitous Learning (pp. 3–14). Urbana and Chicago: University of Illinois Press.
  • Correa, J. M., Fernández, L., Gutiérrez-Cabello, A., Losada, D., & Ochoa-Aizpurua, B. (2015). Formación del profesorado, tecnología educativa e identidad docente digital. Revista Latinoamericana de Tecnología Educativa RELATEC, 14(1), 45–56. http://doi.org/10.17398/1695-288X.14.1.45.
  • Deleuze, G. (1987). Dialogues (with Claire Parnet) (H. Tomlinson & G. Burchell, Trans.). New York: Columbia University Press.
  • Deleuze, G., & Guattari, F. (2005). A thousand plateaus: capitalism and schizophrenia (B. Massumi, Trans.). Minneapolis: University of Minnesota Press.
  • Dewey, J. (1915). The school and society. Chicago: University of Chicago Press.
  • Díez-Gutiérrez, E., & Díaz-Nafría, J. M. (2018). Ubiquitous learning ecologies for a critical cyber-citizenship. Comunicar, 26(54), 49-58. https://doi.org/10.3916/C54-2018-05.
  • Downes, S. (2008). The future of online learning: ten years on. Recuperado de https://goo.gl/ekgg6p.
  • Enciso, G., & Lara, A. (2014). Emociones y Ciencias Sociales en el s. XXI: la precuela del giro afectivo. Athenea Digital, 14(1), 263-288. http://dx.doi.org/10.5565/rev/athenead/v14n1.1094
  • Erstad, O. (2013). Digital learning lives. New York: Peter Lang Publishing.
  • Erstad, O, Kumpulainen, K., Mäkitalo, Å., Schrøder, K. C., Pruulmann-Vengerfeldt, P., & Jóhannsdóttir, T. (2016). Learning across contexts in the knowledge society. Rotterdam: Sense Publishers.
  • Gallego-Lema, V. (2016). El aprendizaje ubicuo en Educación Física en el Medio Natural: un estudio de caso. Tesis doctoral. Universidad de Valladolid.
  • Gallego-Lema, V., Muñoz-Cristóbal, J.A., Arribas-Cubero, H.F., & Rubia-Avi, B. (2017). La orientación en el medio natural: aprendizaje ubicuo mediante el uso de tecnología. Movimento, 23(1), 755-770.
  • Gros, B. (2008). Aprendizajes, conexiones y artefactos. Barcelona: Gedisa.
  • Haraway, D. (2015). Anthropocene, capitalocene, plantationocene, chthulucene: making kin. Environmental Humanities, 6, 159-165.
  • Ito, M., Baumer, S. Bittanti, M., Boyd, D, Cody, R., Herr, B., Horst, H., Lange, P., Mahendran, D., Martinez, K., Pascoe, C. J., Perkel, D., Robinson, L., Sims, C., & Tripp, L. (2010). Hanging out, messing around, and geeking out. Cambridge, MA: the MIT Press.
  • Jornet, A., & Erstad, O. (2018). From learning contexts to learning lives: studying learning (dis)continuities from the perspective of the learners. Digital Education Review, 33, 1-25.
  • Jorrín-Abellán, I. M., & Stake, R. E. (2009). Does ubiquitous learning call for ubiquitous forms of formal evaluation? An evaluand oriented responsive evaluation model. Ubiquitous Learning: an International Journal, 1(3), 71–82. DOI: 10.18848/1835-9795/CGP/v01i03/40240
  • Lara, A., & Enciso, G. (2013). El giro afectivo. Athenea Digital, 13(3), 101-119. http://dx.doi.org/10.5565/rev/athenead/v13n3.1060
  • Li, L., Zheng, Y., Ogata, H., & Yano, Y. (2004). A framework of ubiquitous learning environment. In The Fourth International Conference on Computer and Information Technology (CIT 2004) (pp. 345–350). Wuhan, China.
  • Lieberman, A., & Wood, D. (2003). Inside the national writing project. New York: Teachers College Press.
  • Milrad, M., Wong, L.-H., Sharples, M., Hwang, G. J., Looi, C. K., & Ogata, H. (2013). Seamless learning: an international perspective on next generation technology enhanced learning. In Z. L. Berge & L. Y. Muilenburg (Eds.), Handbook of mobile learning (p.p. 95-108). New York: Routledge
  • Nias, J. (1998). Why teachers need their colleagues: a developmental perspective. In: A. Hargreaves [et al.], International handbook of educational change (pp. 1257-1271). Dordrecht: Kluwer Academic Publishers
  • Opfer, D. V. & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 276-407.
  • Reeves, T., & Reeves, P. (2015). Educational technology research in a VUCA world. Educational Technology, 55(2), 26- 30.
  • Richardson, W. (2006). The new face of learning: the internet breaks school walls down. Edutopía. Recuperado de https://goo.gl/fCJnNL.
  • Semetsky, I. (2008). Nomadic education: variations on a theme by Deleuze and Guattari. Urbana: Sense Publishers. Sharples, M. (2008). Learning as conversation: transforming education in the mobile age. In Conference on Seeing, Understanding, Learning in the Mobile Age. Budapest, Hungary. Recuperado de https://goo.gl/qEB993.
  • Shulman, L. S. & Shulman, J. H. (2004). How and what teachers learn: a shifting perspective. Journal of Curriculum Studies, 36(2), 257-271. https://doi.org/10.1080/0022027032000148298
  • Specht, M., Tabuenca, B., & Ternier, S. (2013). Tendencias del aprendizaje ubicuo en el internet de las cosas. Revista Científica Iberoamericana de Tecnología Educativa, 2(2), 30–44.
  • Stake, R. (2005). Multiple case study analysis. New York: The Guilford Press.
  • Stokes, L. (2003). Lecciones desde una escuela indagadora: formas de indagación y condiciones para el aprendizaje del profesorado. En A. Lieberman & L. Miller (eds.), La indagación como base de la formación del profesorado y la mejora de la educación (pp.173-191). Barcelona: Octaedro.
  • Vázquez-Cano, E., & Sevillano, M. L. (2015). Dispositivos digitales móviles en educación: el aprendizaje ubicuo. Madrid: Narcea.
La source de données: Dialnet