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

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Revue:
Educar

ISSN: 0211-819X,  2014-8801

Année de publication: 2022

Titre de la publication: Aprenentatge i desenvolupament professional

Volumen: 58

Número: 1

Pages: 53-68

Type: Article

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

D'autres publications dans: Educar

Résumé

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.

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