El aprendizaje del profesorado en formación dentro y fuera de los contextos académicos: nuevas formas de relación con el conocimiento

Abstract

This contribution is part of a doctoral thesis about pre-service teachers´ learning and the construction of their professional knowledge through new literacies. The purpose of the study is to visualize those scenes of learning and relationship with knowledge that it allows to show current learning ways of future teachers. The needs of this knowledge and information society go through challenges as live-long learning (European Commission, 2006) to allow the citizens emancipate and construct their own life project. However, the possibility of developing these new skills, contradicts with the transmitter and reproductive model that current school continues promoting. More and more authors (Miller, Shapiro, and Hilding-Hamann, 2008, Thomas and Brown, 2011) are claiming that the school must take markedly different approaches that the current ones. The requirement of more open curricular approaches to contemporary digital culture (Dussel, 2014) calls into question the disconnect between school and non-school contexts. Also, fragmentation and descontextualization of academic tasks with real life problems leads to disaffection of students who gain a major source of gratification in learning conducted after school hours (Buckingham, 2008). Through a constructionist research positioning (Gergen and Gergen, 2011; Holstein and Gubrium, 2008) this study explores the learning experiences of a teacher in training. To do this, we have opted for a narrative methodological perspective (Bolívar, 2002; Conle, 2000; Riessman, 2008; Van Manen, 2003) as a research strategy. This study has allowed us to demonstrate the palpable disaffection with the current training model. The lack of institutional reflection on current notions of knowledge and learning limits the promotion of new literacies needed in this new century.