Secondary school teachers’ learningenvironments, specificities and considerations for educational practice

  1. Domingo-Coscollola, María 1
  2. Onsès-Segarra, Judit 2
  3. Sancho-Gil, Juana M. 3
  1. 1 Universitat Internacional de Catalunya
    info

    Universitat Internacional de Catalunya

    Barcelona, España

    ROR https://ror.org/00tse2b39

  2. 2 Universitat de Girona
    info

    Universitat de Girona

    Girona, España

    ROR https://ror.org/01xdxns91

  3. 3 Universitat de Barcelona
    info

    Universitat de Barcelona

    Barcelona, España

    ROR https://ror.org/021018s57

Mostrar afiliaciones +
Revista:
Educar

ISSN: 0211-819X,  2014-8801

Año de publicación: 2022

Título del ejemplar: Aprenentatge i desenvolupament professional

Volumen: 58

Número: 1

Páginas: 53-68

Tipo: Artículo

DOI: 10.5565/REV/EDUCAR.1338 DIALNET GOOGLE SCHOLAR lock_openDDD editor

Otras publicaciones en: Educar

Objetivos de desarrollo sostenible

Resumen

Aquest article es basa en el projecte de recerca APREN-DO, dirigit a explorar com aprenen els professors de secundària. Utilitzant un enfocament de recerca inclusiu i mètodes visuals i narratius, hem dut a terme l’estudi amb professors en lloc de centrar-nos en els professors. Vint-i-vuit professors d’ensenyament secundari de les comarques de Barcelona (Espanya) van crear les seves cartografies d’aprenentatge, en què van mostrar què, com, on i amb qui aprenen. Després van narrar les seves cartografies i van discutir les nocions d’aprenentatge i pràctica educativa al segle XXI. Aquest article resumeix els resultats i les conclusions sobre els entorns d’aprenentatge dels professors, les especificitats del seu aprenentatge i les seves consideracions sobre la pràctica educativa. Per finalitzar, presentem i discutim les reflexions i propostes del docents per redissenyar la pràctica educativa tenint en compte la necessitat de considerar les diferents alfabetitzacions i competències que existeixen a la societat actual, fomentar la participació dels estudiants en funció dels seus interessos i particularitats, proporcionar un espai per als afectes i les emocions i prioritzar la personalització de l’aprenentatge dels estudiants i la seva capacitat d’aprendre a aprendre.

Referencias bibliográficas

  • ADMIRAAL, W., KRUITER, J., LOCKHORST, D., SCHENKE, W., SLIGTE, H., SMIT, B., TIGELAAR, D., & DE WIT, W. (2016). Affordances of teacher professional learning in secondary schools. Studies in Continuing Education, 38(3), 281-298. https://doi.org/10.1080/0158037X.2015.1114469
  • AHARONIAN, N. (2019). Making it count: Teacher learning in liminal spaces. Professional Development in Education, 1-17. https://doi.org/10.1080/19415257.2019.1667413
  • ALTAN, S., & LANE, J. F. (2018). Teachers’ narratives: A source for exploring the influences of teachers’ significant life experiences on their dispositions and teaching practices. Teaching and Teacher Education, 74, 238-248. https://doi.org/10.1016/j.tate.2018.05.012
  • AMOTT, P. (2018). Identification - a process of self-knowing realised within narrative practices for teacher educators during times of transition. Professional Development in Education, 44(4), 476-491. https://doi.org/10.1080/19415257.2017.1381638
  • ATKINSON, D. (2011). Art, equality and learning: Pedagogies against the state. Rotterdam: Sense Publishers. https://doi.org/10.1007/978-94-6091-454-6
  • BAKKENES, I., VERMUNT, J. D., & WUBBELS, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20, 533-548. https://doi.org/10.1016/j.learninstruc.2009.09.001
  • BOYATZIS, R. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks, CA: Sage.
  • BRAIDOTTI, R. (2018). A theoretical framework for the critical posthumanities. Theory, Culture & Society, in press, 1-13. https://doi.org/10.1177/0263276418771486
  • BRAUN, V., & CLARKE, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101. https://doi.org/10.1191/1478088706qp063oa
  • COLL, C. (2016). La personalització de l’aprenentatge escolar: un repte indefugible. In J. M. VILALTA (Dir.). Reptes de l’educació a Catalunya. Anuari d’educació 2015 (pp. 43-104). Barcelona: Fundació Jaume Bofill.
  • DENZIN, N., & LINCOLN, I. (2012). Manual de investigación cualitativa. Barcelona: Gedisa.
  • DOMINGO-COSCOLLOLA, M., ONSÈS, J., & SANCHO-GIL, J. M. (2018). La cultura DIY en educación primaria. Aprendizaje transdisciplinar, colaborativo y compartido en un Hub. Revista de Investigación Educativa, 36(2), 491-508. https://doi.org/10.6018/rie.36.2.304421
  • DURKSEN, T. L., KLASSEN, R. M., & DANIELS, L. M. (2017). Motivation and collaboration: the keys to a developmental framework for teachers’ professional learning. Teaching and Teacher Education, 67, 53-66. https://doi.org/10.1016/j.tate.2017.05.011
  • FENDLER, R. (2013). Becoming-Learner. Coordinates for mapping the space and subject of nomadic pedagogy. Qualitative Inquiry, 19(10), 786-793.
  • FERNÁNDEZ-DE-ALAVA, M., & QUESADA-PALLARÉS, C. (2017). Estrategias de aprendizaje del profesorado europeo: género y etapa educativa. Bordón, 69(1), 67-81. https://doi.org/10.13042/Bordon.2016.38597
  • GARCÍA-VERA, A. B., RAYÓN, L., & DE LA HERAS, A. M. (2020). Use of photo-elicitation to evoke and solve dilemmas that prompt changes to primary school teachers’ visions. Journal of New Approaches in Educational Research, 9(1), 137-152. https://doi.org/10.7821/naer.2020.1.499
  • GEERAERTS, K., TYNJÄLÄ, P., & HEIKKINEN, H. L. T. (2018). Inter-generational learning of teachers: What and how do teachers learn from older and younger colleagues? European Journal of Teacher Education, 41(4), 479-495. https://doi.org/10.1080/02619768.2018.1448781
  • GUZMÁN-SIMÓN, F., GARCÍA-JIMÉNEZ, E., & LÓPEZ-COBO, I. (2017). Undergraduate students’ perspectives on digital competence and academic literacy in a Spanish university. Computers in Human Behavior, 74, 196-204. https://doi.org/10.1016/j.chb.2017.04.040
  • HARDY, I., RÖNNERMAN, K., & EDWARDS-GROVES, C. (2018). Transforming professional learning: Educational action research in practice. European Educational Research Journal, 17(3), 421-441. https://doi.org/10.1177/1474904117690409
  • HERNÁNDEZ-HERNÁNDEZ, F., SANCHO-GIL, J. M., & DOMINGO-COSCOLLOLA, M. (2018). Cartographies as spaces of inquiry to explore teachers’ nomadic learning trajectories. Digital Education Review, 33, 105-119.
  • HOLSTEIN, J. A., & GUBRIUM, J. F. (2008). Handbook of constructionist research. New York: The Guilford Press.
  • KORTHAGEN, F. (2017). Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and Teaching: Theory and Practice, 23(4), 387-405. https://doi.org/10.1080/13540602.2016.1211523
  • KVAM, E. K. (2019). Untapped learning potential? A study of teachers’ conversations with colleagues in primary schools in Norway. Cambridge Journal of Education, 48(6), 697-714. https://doi.org/10.1080/0305764X.2017.1418833
  • KYNDT, E., GIJBELS, D., GROSEMANS, I., & DONCHE, V. (2016). Teachers’ everyday professional development: Mapping informal learning activities, antecedents, and learning outcomes. Review of Educational Research, 86(4), 1111-1150. https://doi.org/10.3102/0034654315627864
  • LOUWS, M. L., MEIRINK, J. A., VAN VEEN, K., & VAN DRIEL, J. H. (2017). Teachers’ self-directed learning and teaching experience: What, how, and why teachers want to learn. Teaching and Teacher Education, 66, 171-183. https://doi.org/10.1016/j.tate.2017.04.004
  • MCKINNON, I. (2011). Expanding cartographic practices in the social. In E. MARGOLIS & L. PAUWELS (Eds.). The Sage Handbook of Visual Methods (pp. 452-473). London: Sage Publications Ltd.
  • MIÑO-PUIGCERCÓS, R., DOMINGO-COSCOLLOLA, M., & SANCHO-GIL, J. M. (2019). Transforming the teaching and learning culture in higher education from a DIY perspective. Educación XX1, 22(1), 139-160. https://doi.org/10.5944/educxx1.20057
  • MLODINOW, L. (2013). Subliminal: cómo tu inconsciente gobierna tu mente. Barcelona: Crítica.
  • MOCKLER, N. (2020). Teacher professional learning under audit: Reconfiguring practice in an age of standards. Professional Development in Education, 1-15. https://doi.org/10.1080/19415257.2020.1720779
  • NIND, M. (2014). What is inclusive search? London: Bloomsbury Publishing.
  • NOWELL, L. S., NORRIS, J. M., WHITE, D. E., & MOULES, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16, 1-13. https://doi.org/10.1177/1609406917733847
  • OPFER, V. D., & PEDDER, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376-407. https://doi.org/10.3102/0034654311413609
  • PATTON, M. Q. (2002). Qualitative research and evaluation methods. London: Sage.
  • PHILLIPS, D. C. (2014). Research in the hard sciences, and in very hard “softer” domains. Educational Researcher, 43(1), 9-11. https://doi.org/10.3102/0013189X13520293
  • PINTOR, M., & VIZCARRO, C. (2005). Cómo aprenden los profesores. Un estudio empírico basado en entrevistas. Revista Complutense de Educación, 16(2), 623-644.
  • POWELL, C. G., & BODUR, Y. (2019). Teachers’ perceptions of an online professional development experience: implications for a design and implementation framework. Teaching and Teacher Education, 77, 19-30. https://doi.org/10.1016/j.tate.2018.09.004
  • QUESADA-PALLARÉS, C., FERNÁNDEZ-DE-ÁLAVA, M., & GAIRÍN, J. (2017). ¿Cómo aprende el profesorado universitario español? Comprendiendo el uso de estrategias de aprendizaje. Revista de educación, 376, 135-162. http://doi.org/10.4438/1988-592X-RE-2017-376-347
  • RUITENBERG, C. W. (2007). Here be dragons: Exploring cartography in educational theory and research. Complicity: An International Journal of Complexity and Education, 4(1), 7-24. https://doi.org/10.29173/cmplct8758
  • SANCHO-GIL, J. M. (Coord.). (2011). Con voz propia. Los cambios sociales y profesionales desde la experiencia de los docentes. Barcelona: Octaedro. Recuperado de https://bit.ly/2W229y6.
  • SANCHO-GIL, J. M., & HERNÁNDEZ-HERNÁNDEZ, F. (Coords.) (2014). Maestros al vaivén. Aprender a ser docente en el mundo actual. Barcelona: Octaedro.
  • SANGRÀ, A., ESTÉVEZ, I., IGLESIAS, V., & SOUTO-SEIJO, A. (2019). Desarrollo profesional docente a través de las ecologías de aprendizaje: perspectivas del profesorado. Edutec. Revista Electrónica de Tecnología Educativa, 68, 42-53. https://doi.org/10.21556/edutec.2019.68.1307
  • SOLHEIM, K., ERTESVÅG, S. K., & BERG, G. D. (2018). How teachers can improve their classroom interaction with students: new findings from teachers themselves. Journal of Educational Change, 19(4), 511-538. https://doi.org/10.1007/s10833-018-9333-4
  • SOUTO-SEIJO, A., ESTÉVEZ, I., IGLESIAS FUSTES, V., & GONZÁLEZ-SANMAMED, M. (2020). Entre lo formal y lo no formal: un análisis desde la formación permanente del profesorado. Educar, 56(1) 91-107. https://doi.org/10.5565/rev/educar.1095
  • SZELEI, N., TINOCA, T., & PINHO, A. S. (2019). Professional development for cultural diversity: the challenges of teacher learning in context. Professional Development in Education, 1-17. https://doi.org/10.1080/19415257.2019.1642233
  • ULMER, J. B., & KORO-LJUNGBERG, M. (2015). Writing visually through (methodological) events and cartography. Qualitative Inquiry, 21(2), 138-152. https://doi.org/10.1177/1077800414542706
  • ZHANG, X., & WONG, J. L. N. (2019). How do teachers learn together? A study of school-based teacher learning in China from the perspective of organisational learning. Teachers and Teaching: Theory and Practice, 24(2), 119-134. https://doi.org/10.1080/13540602.2017.1388227
Fuente de los datos: Dialnet