Ser docente en tiempos de incertidumbre y perplejidad

Ángel Ignacio Pérez Gómez

doi:10.24310/mgnmar.v0i0.6497

PDF (Español) HTML (Español) EPUB (Español)

Published: Jul 29, 2019

Ángel Ignacio Pérez Gómez⁺⁻

Ángel Ignacio Pérez Gómez

Universidad de Málaga

Spain

http://orcid.org/0000-0001-8291-0849

Biography

2019: ¿Hacia dónde va la formación del profesorado?, STUDIES AND ESSAYS, pages 3-17

DOI: https://doi.org/10.24310/mgnmar.v0i0.6497

Submitted: Jun 20, 2019 Accepted: Jul 2, 2019 Published: Jul 29, 2019

How to Cite

Abstract

The ambitious challenges of the contemporary digital age require the development in each citizen of cognitive and affective capacities of a higher order, which allow expert thinking and effective communication, decision making in situations of uncertainty, problem solving and innovative proposals in economic, cultural and political contexts, increasingly confusing, fleeting and complex. The text discusses the nature and meaning of a new school, a new pedagogical culture and a new professional teacher to face the magnitude of these challenges: provoke, guide and stimulate the passage of each learner from information to knowledge and from knowledge to wisdom. More specifically, the formation of the “practical thinking” of the contemporary teachers is analyzed and discussed as one of the key axes of their satisfactory professional development. What does this “practical thinking” mean in the initial and ongoing teacher training? Is it possible to develop “practical thinking” in the current Spanish institutions of teacher training?

Keywords:

teacher role, teacher education, reflection, practical thinking, professional development, reinventing the teaching profession la función docente, formación del profesorado, reflexión, pensamiento práctico, desarrollo profesional, reinventar la profesión docente

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

References

Ackoff, R. (1999). Ackoffs best: Classical Writings on management. Chichester, England: John Wiley & Sons, lnc.

Aguado R. (2015). La emoción decide y la razón Justifica. Madrid. EOS.

Aguado, R. (2016). Es emocionante saber emocionarse. Madrid: EOS.

Apple, M. (2017). The struggle for democracy in critical education. E-curriculum, 15(4), 894-926. http://dx.doi.org/10.23925/1809-3876.2017v15i4p894-926

Argyris, CH. (1999). Conocimiento para la acción. Madrid: Granica.

Bauman, Z. (2013). La vida líquida. Barcelona: Austral.

Bauman, Z. y Leoncini Th. (2018). La generación líquida: Transformaciones en la 3.0. Barcelona: Paidos

Claxton, G. (2008). What is the Point of School?: Rediscovering the Heart of Education. Londres: Oneworld Publications.

Contreras, J. y Pérez de Lara, N. (2010). Investigar la experiencia educativa. Madrid: Morata.

Cochran-Smith, M. y Lytle, S. (1999). "Relationships of Knowledge and Practice. Teacher Learning in Communities." Review of Research in Education, 24,249-305.

Damasio, A. (2005). Descartes' Error: Emotion, Reason, and the Human Brain. New York. Harper Collins Publishers. Traducción al castellano: El error de Descartes. La emoción, la razón y el cerebro humano. Barcelona: Destino.

Damasio, A. (2010). Y el cerebro creó al hombre. Barcelona: Destino.

Elliott, J. (2015a). Las Lesson y learning studies y la idea del docente como investigador. RIFOP, 84 (29,3), 24-49.

Elliott, J. (2015b). Educational action research as the quest for virtue in teaching. Educational Action Research 23(1), 4-21.

Darling-Hammond, L. (2010). The flat world and education. Nueva York: Teachers College Press.

Darling-Hammond, L. y Oakes, M. (2019) Preparing Teachers for Deeper Learning. Boston: Harvard Education Press.

Davidson, C. (2011). Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn. New York: Penguin Books.

Davidson, R. (2017). La base de un cerebro sano es la bondad, y se puede entrenar. Entrevista, La Vanguardia, 23/03/2017.

Gerver, R. (2012) Crear hoy la escuela de mañana: la educación y el futuro de nuestros hijos. Madrid: Ediciones SM.

Grazzaniga, M. S. (2010). El cerebro ético. Barcelona: Paidós.

Hagger, H. y Hazel, H. (2006). Learning Teaching from Teachers: Realising the Potential of School-Based Teacher Education. Buckingham: Open University Press.

Immordino-Yang, M.H. y Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain and Education, 1(1), 3-10.

Kahneman, D. (2015). Pensar rápido, pensar despacio. Madrid: Debate

Kettler, T., Lamb, K. y Mullet, D. (2018) Developing Creativity in the Classroom. Austin: Prufrock Press.

Kolb, D.A. (2014). Experiential Learning: Experience as the Source of Learning and Development. Nueva York: Pearson.

Korthagen, F. (2010). The relationship between theory and practice in teacher education. In E. Baker, B. McGawy P. Peterson (eds.) (2010). International Encyclopedia of Education. 7, 669-675.

Korthagen, F. (2017a) Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and Teaching, 23(4), 387-405.

Korthagen, F.A.J. (2017b). A foundation for effective teacher education: Teacher education pedagogy based on theories of situated learning. En D.J. Clandinin y J. Husu (Eds.), The SAGE handbook of research on teacher education (pp. 528-544). Los Ángeles: Sage.

Korthagen, F.A.J. & Nuijten, E.E. (2017). Core reflection approach in teacher education. In: J. Lampert (Ed.), Oxford research encyclopedia of education. New York: Oxford University Press.

Korthagen, F.A.J. & Nuijten, E.E. (2018). Core reflection: Nurturing the human potential in students and teachers. In J.P. Miller, K. Nigh, M.J. Binder, B. Novak, y S. Crowell. International Handbook of Holistic Education (pp.89-99). New York/London: Routledge

Lipton, B. (2016). La Biología De La Creencia 10ª Edición Aniversario. Madrid. La Esfera.Lunenberg, Dengerink, and Korthagen (2014).

Lunenberg, M., Dengerink, J., y Korthagen, F. (2014). The professional teacher educator: Roles, behaviour, and professional development of teacher educators. Rotterdam:Boston/Taipei,.

Maxwell, N. (2013). Knowledge or Wisdom? The Philosophers' Magazine 62, 17 - 18.

Morin, E. (2011). Introducción al pensamiento complejo. Barcelona: Gedisa

Pérez Gómez Á.I (2009). "¿Competencias o pensamiento práctico? La construcción de los significados de representación y de acción". En J. Gimeno Sacristán (comp.) Educar por competencias, ¿qué hay de nuevo? (59-102) Madrid: Morata.

Pérez Gómez, Á.I. (2010). Aprender a Educar: Nuevos desafíos para la profesión de docentes. Revista Interuniversitaria de Formación del Profesorado, 60 (24,2), 37-55.

Pérez Gómez, Á. I. (2012). Educarse en la era digital. Madrid: Morata.

Pérez Gómez, Á. I. (2017). Pedagogías para tiempos de perplejidad. Rosario: Homo Sapiens.

Perrenoud, Ph. (2012). Cuando la escuela pretende preparar para la vida: ¿Desarrollar competencias o enseñar otros saberes?. Barcelona: Graó.Pozo, J.I. (2016). Aprender en tiempos revueltos. Madrid: Alianza Editorial.

Pozo, J.I. (2014). Psicología del Aprendizaje Humano: Adquisición de conocimiento y cambio personal. Madrid: Morata.

Pozo, J.I. (2016). Aprender en tiempos revueltos. Madrid: Alianza

Ravitch, D. (2014). Reign of Error: The Hoaxs of the privatization movement and the danger to American public schools. New York: Alfred A. Knopf

Robinson, K. (2011). Out of our minds: Learning to be creative. United Kingdom: Capstone Publishing.

Soto Gómez, E.; Pérez Gómez, A.I. y Serván, Mª. J. (2015). LS: re-crear y re-pensar el conocimiento práctico en cooperación. RIFOP, 84(29,3) 81-102.

Soto Gómez, E. (2016). La reflexión, corazón y alma del portafolios educativo. En Á. Pérez Gómez (Coord.). El portafolios educativo en educación superior (101-123). Madrid: Akal.

Sternberg, R. y vv. (2015). Teaching for Wisdom, intelligence, creativity and success. Cambidge: Skyhorse Publishing.

Wagner, T. (2010). The Global Achievement Gap. New York: Basic Books.

Willingham, D. (2009). Why don´t Student like Schools. New York: Wiley.