Teacher Professionalization: Is There a Possible Path of Convergence for Experts and Novices?

Teacher Professionalization: Is There a Possible Path of Convergence for Experts and Novices?

Paths for the professionalization of teachers have traditionally been conceived of as successive processes that are disjointed from teacher training (initial and ongoing). This leads to the perpetuation of the dichotomy between theory and practice. Closely linked to this last is the lack of comm...

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Hauptverfasser: Núñez Rojas, Mauricio Alejandro, Arévalo Vera, Ana, Ávalos Davidson, Beatrice
Format: Online
Sprache:spa
Veröffentlicht: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2012
Online Zugang:https://redie.uabc.mx/index.php/redie/article/view/302
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spelling redie-article-3022017-04-26T00:13:00Z Teacher Professionalization: Is There a Possible Path of Convergence for Experts and Novices? Profesionalización docente: ¿Es posible un camino de convergencia para expertos y novatos? Núñez Rojas, Mauricio Alejandro Arévalo Vera, Ana Ávalos Davidson, Beatrice Professional development communities of practice consciousness raising. Profesionalización conciencia profesional comunidades de práctica. Paths for the professionalization of teachers have traditionally been conceived of as successive processes that are disjointed from teacher training (initial and ongoing). This leads to the perpetuation of the dichotomy between theory and practice. Closely linked to this last is the lack of communication and even mistrust between the actors involved in different stages of training: academics and in-service teachers. This article explores the idea of professionalization as a process in which the diverse training pathways can converge through permanent situated reflective actions involving the participation of in-service and pre-service teachers, leading to the theorization of practice and the development of increasing levels of professional consciousness for both parties. The experience of communities of practice is regarded as a framework for introducing writing practice, which is seen as a mechanism of empowerment for such professional development. Los caminos de la profesionalización docente han sido concebidos tradicionalmente como vías consecutivas y desarticuladas de formación (inicial y continua). Ello trae aparejada la pervivencia de la dicotomía entre teoría y práctica. Estrechamente vinculada a ella, la incomunicación y aún la desconfianza entre los actores implicados en los diversos itinerarios de formación: académicos y profesores del sistema. En este artículo se explora la idea de la profesionalización como un proceso en que se puede hacer converger los diversos itinerarios de formación a través de acciones reflexivas permanentes y situadas, en las que participen profesores del sistema y profesores en formación inicial, y que conduzcan a la teorización de la práctica y la adquisición de niveles crecientes de conciencia profesional para ambas partes. Se mira la experiencia de las comunidades de práctica como marco para instalar el ejercicio escritural, el que es visto como mecanismo potenciador de dicho desarrollo profesional. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2012-11-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/302 Revista Electrónica de Investigación Educativa; Vol. 14 No. 2 (2012) Revista Electrónica de Investigación Educativa; Vol. 14 Núm. 2 (2012) 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/302/659 https://redie.uabc.mx/index.php/redie/article/view/302/466 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Núñez Rojas, Mauricio Alejandro
Arévalo Vera, Ana
Ávalos Davidson, Beatrice
spellingShingle Núñez Rojas, Mauricio Alejandro
Arévalo Vera, Ana
Ávalos Davidson, Beatrice
Teacher Professionalization: Is There a Possible Path of Convergence for Experts and Novices?
author_facet Núñez Rojas, Mauricio Alejandro
Arévalo Vera, Ana
Ávalos Davidson, Beatrice
author_sort Núñez Rojas, Mauricio Alejandro
title Teacher Professionalization: Is There a Possible Path of Convergence for Experts and Novices?
title_short Teacher Professionalization: Is There a Possible Path of Convergence for Experts and Novices?
title_full Teacher Professionalization: Is There a Possible Path of Convergence for Experts and Novices?
title_fullStr Teacher Professionalization: Is There a Possible Path of Convergence for Experts and Novices?
title_full_unstemmed Teacher Professionalization: Is There a Possible Path of Convergence for Experts and Novices?
title_sort teacher professionalization: is there a possible path of convergence for experts and novices?
description Paths for the professionalization of teachers have traditionally been conceived of as successive processes that are disjointed from teacher training (initial and ongoing). This leads to the perpetuation of the dichotomy between theory and practice. Closely linked to this last is the lack of communication and even mistrust between the actors involved in different stages of training: academics and in-service teachers. This article explores the idea of professionalization as a process in which the diverse training pathways can converge through permanent situated reflective actions involving the participation of in-service and pre-service teachers, leading to the theorization of practice and the development of increasing levels of professional consciousness for both parties. The experience of communities of practice is regarded as a framework for introducing writing practice, which is seen as a mechanism of empowerment for such professional development.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2012
url https://redie.uabc.mx/index.php/redie/article/view/302
_version_ 1715723530564272128

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