Reflexão colaborativa de didatas com base em um self-study interinstitucional
Palavras-chave:
Self-study, Formadores de Docentes, Didática, Prática ReflexivaResumo
Apresenta-se um self-study exploratório com cinco formadores de professores especialistas em didática das ciências e da matemática de diversos países. A fim de caracterizar os processos reflexivos da comunidade, são realizados grupos de discussão nos quais são analisadas gravações das aulas dos formadores. Mediante uma análise de conteúdo identificamos dois tipos de intervenções preponderantes na reflexão dialógica: perguntas que levam a aprofundar a prática do outro e avaliações de seus aspectos significativos. Além disso, os aspectos pedagógicos da sala de aula e seu vínculo a elementos teóricos parecem caracterizar o conteúdo da reflexão. Esses processos reflexivos permitem ressignificar a prática dos formadores e mostram potencial em seu desenvolvimento professional.
Downloads
Referências
Ametller, J., & Alsina, A. (2017). ¿Qué aportan el aprendizaje reflexivo y la enseñanza dialógica a la formación permanente? Un primer análisis con profesorado de ciencias y de matemáticas. Enseñanza de las Ciencias, (extra), 2059-2064.
Artigue, M. (2018). Epistemología y didáctica. El Cálculo y su Enseñanza, 11, 1-31. https://doi.org/10.61174/recacym.v11i1.26
Atkinson, B. M. (2012). Rethinking reflection: Teachers’ critiques. The Teacher Educator, 47(3), 175-194.
Aubert, A., García, C., & Racionero, S. (2009). El aprendizaje dialógico. Cultura y Educación, 21(2), 129-139.
Baricaua, S. (2015). Teachers’ reflective practice in lesson study: A tool for improving instructional practice. Alberta Journal of Educational Research, 61(3), 314-328.
Baskerville, D., & Goldblatt, H. (2009). Learning to be a critical friend: From professional indifference through challenge to unguarded conversations. Cambridge Journal of Education, 39(2), 205-221. https://doi.org/10.1080/03057640902902260
Benade, L. (2015). Teaching as inquiry: Well intentioned, but fundamentally flawed. New Zealand Journal of Educational Studies, 50(1), 107-120. https://doi.org/10.1007/s40841-015-0005-0
Bikner-Ahsbahs, A., Knipping, C., & Presmeg, N. (2015). Approaches to qualitative research in mathematics education: Examples of methodology and methods. Springer. https://doi.org/10.1007/978-94-017-9181-6
Bremm, D., & Güllich, R. (2022). From the formation diary to the systematization of experience: The process of (self)formation of science teachers. Ensaio Pesquisa em Educação em Ciências, 24, Artigo e36558. https://doi.org/10.1590/1983-21172022240109T
Carrillo, J., Climent-Rodríguez, N., Montes, M., Contreras, L. C., Flores-Medrano, E., Escudero-Ávila, D., Vasco, D., Rojas, N., Flores, P., Aguilar-González, A., Ribeiro, M., & Muñoz-Catalán, M. C. (2018). The Mathematics Teacher’s Specialised Knowledge (MTSK) model. Research in Mathematics Education, 20(3), 236-253.
Chen, L. (2020). A historical review of professional learning communities in China (1949-2019): Some implications for collaborative teacher professional development. Asia Pacific Journal of Education, 40(3), 373-385. https://doi.org/10.1080/02188791.2020.1717439
Chevallard, Y. (1985). La transposición didáctica. Del saber sabio al saber enseñado. Aique.
Contreras, L. C. (2021). Una aproximación a un modelo de conocimiento del formador de profesores de matemáticas. Revista Venezolana de Investigación en Educación Matemática, 1(1), Artículo e202101. https://doi.org/10.54541/reviem.v1i1.12
Correa Molina, E., Chaubet, P., Collin, S., & Gervais, C. (2014). Desafíos metodológicos para el estudio de la reflexión en contexto de formación docente. Estudios Pedagógicos, 40(especial), 71-86. https://doi.org/10.4067/s0718-07052014000200005
Dassa, L., & Nichols, B. (2020). Making the move: Empowering student teachers as teacher researchers. The Teacher Educator, 55(3), 267-282. https://doi.org/10.1080/08878730.2020.1713948
Doig, B., Williams, J., Swanson, D., Borromeo Ferri, R., & Drake, P. (2019). Interdisciplinary mathematics education: The state of the art and beyond. Springer. https://doi.org/10.1007/978-3-030-11066-6
Elby, A., & Hammer, D. (2010). Epistemological resources and framing: A cognitive framework for helping teachers interpret and respond to their students’ epistemologies. In L. D. Bendixen, & F. C. Feucht (Eds.), Personal epistemology in the classroom: Theory, research, and implications for practice (pp. 409-434). Cambridge University Press. https://doi.org/10.1017/cbo9780511691904.013
Flick, U. (2014). Gestión de la calidad en investigación cualitativa. Ediciones Morata.
Fuentealba, R., Hirmas, C., & Russell, T. (2019). Introducing self-study of teacher education practices into another culture: The experience in Chile. In J. Kitchen, A. Berry, H. Guðjónsdóttir, S. Bullock, M. Taylor, & A. Crowe (Eds.), 2nd International Handbook of Self-Study of Teaching and Teacher Education (pp. 1-17). Springer. https://doi.org/10.1007/978-981-13-1710-1_46-1
Fuentealba, R., & Russell, T. (2016). Critical friends using self-study methods to challenge practicum assumptions and practices. In D. Garbet, & A. Owens (Eds.), Enacting self-study as methodology for professional inquiry (pp. 227-233). Self-Study of Teacher Education Practices (S-STEP).
Gascón, J. (1998). Evolución de la didáctica de las matemáticas como disciplina científica. Recherches en Didactique des Mathématiques, 18/1(52), 7-33.
Glaser, B. G., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Aldine.
Godino, J. (1993). Paradigmas, problemas y metodologías de investigación en didáctica de la matemática. Revista Quadrante, 2(1), 99-22.
Goodwin, A. L., & Kosnik, C. (2013). Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers. Teacher Development, 17(3), 334-346. https://doi.org/10.1080/13664530.2013.813766
Goos, M., & Beswick, K. (2021). The learning and development of mathematics teacher educators: International perspectives and challenges. Springer. https://doi.org/10.1007/978-3-030-62408-8
Gurdián-Fernández, A. (2007). El paradigma cualitativo en la investigación socio-educativa. Educativo Regional (IDER).
Gutierez, S. B., & Kim, H. B. (2017). Becoming teacher-researchers: Teachers’ reflections on collaborative professional development. Educational Research, 59(4), 444-459. https://doi.org/10.1080/00131881.2017.1347051
Hirmas, C., & Blanco, R. (2016). Introducción. In T. Russell, R. Fuentealba, & C. Hirmas (Comp.), Formadores de formadores, descubriendo la propia voz a través del self-study (pp. 7-11). BUK Gráfica & Editora.
Hirmas, C., & Fuentealba, R. (2020). El self-study como catalizador en los procesos formativos de futuros professores: Aprendizajes a partir del análisis de los artículos publicados en el monográfico de la Revista Iberoamericana de Educación – REDFFORMA. Revista Iberoamericana de Educación, 82(1), 213-234. https://doi.org/10.35362/rie8213999
Hordvik, M., MacPhail, A., & Ronglan, L. T. (2020). Developing a pedagogy of teacher education using self-study: A rhizomatic examination of negotiating learning and practice. Teaching and Teacher Education, 88, Article e102969. https://doi.org/10.1016/j.tate.2019.102969
Kyriakopoulou, N., & Vosniadou, S. (2020). Theory of mind, personal epistemology, and science learning: Exploring common conceptual components. Frontiers in Psychology, 11, Article 1140. https://doi.org/10.3389/fpsyg.2020.01140
Laborde, C. (2007). Towards theoretical foundations of mathematics education. ZDM Mathematics Education, 39, 137-144.
Leavy, P. (2014). The Oxford handbook of qualitative research. Oxford University Press.
Lerman, S. (2020). Encyclopedia of mathematics education (2th ed.). Springer. https://doi.org/10.1007/978-3-030-15789-0
Loughran, J. J. (2014). Developing understandings of practice: Science teacher learning. In N. G. Lederman, & S. K. Abell, Handbook of research on science education (Vol. II). Routledge. https://doi.org/10.4324/9780203097267-52
Loughran, J. J., & Berry, A. (2005). Modelling by teacher educators. Teaching and Teacher Education, 21(2), 193-203.
Loughran, J. J., Hamilton, M. L., La Boskey, V., & Russell, T. (2004). International handbook of self-study of teaching and teacher education practices. Kluwer Academic Publishers.
Lunenberg, M., Murray, J., Smith, K., & Vanderlinde, R. (2016). Collaborative teacher educator professional development in Europe: Different voices, one goal. Professional Development in Education, 43(4), 556-572. https://doi.org/10.1080/19415257.2016.1206032
Lunenberg, M., & Samaras, A. P. (2011). Developing a pedagogy for teaching self-study research: Lessons learned across the Atlantic. Teaching and Teacher Education, 27(5), 841-850. https://doi.org/10.1016/j.tate.2011.01.008
Lunenberg, M., Zwart, R., & Korthagen, F. (2010). Critical issues in supporting self-study. Teaching and Teacher Education, 26(6), 1280-1289. https://doi.org/10.1016/j.tate.2009.11.007
Marshall, T. (2019). The concept of reflection: A systematic review and thematic synthesis across professional contexts. Reflective Practice, 20(3), 396-415. https://doi.org/10.1080/14623943.2019.1622520
Medina, J., Jarauta, B., & Imbernón, F. (2010). La enseñanza reflexiva en la educación superior (Cuadernos de Docencia Universitaria, 17). Octaedro.
Mena, J. J., & Russell, T. (2016). El self-study como forma de investigación en la formación del profesorado: Un análisis de contenido de los trabajos presentados en el X Congreso Internacional sobre Self-Study S-STEP de 2014. In T. Russell, R. Fuentealba, & C. Hirmas (Comps.), Formadores de formadores, descubriendo la propia voz a través del Self-Study (pp. 235-254). BUK Gráfica & Editora.
Russell, T. (2014). La práctica en la formación de profesores: Tensiones y posibilidades en la experiencia de aprender a enseñar. Estudios Pedagógicos, 40(especial), 223-238. https://doi.org/10.4067/s0718-07052014000200013
Russell, T. (2017). A teacher educator’s lessons learned from reflective practice. European Journal of Teacher Education, 41(1), 4-14. https://doi.org/10.1080/02619768.2017.1395852
Russell, T., & Flores, M. A. (2020). Fazer investigação self-study na formação inicial de professores: A importância de ouvir os alunos futuros professores. Revista Iberoamericana de Educación, 82(1), 11-30. https://doi.org/10.35362/rie8213702
Ryan, M. (2011). Improving reflective writing in higher education: A social semiotic perspective. Teaching in Higher Education, 16(1), 99-111. https://doi.org/10.1080/13562517.2010.507311
Schon, D. A. (1984). The reflective practitioner: How professionals think in action. Basic Books.
Schuck, S., & Russell, T. (2005). Self-study, critical friendship, and the complexities of teacher education. Studying Teacher Education, 1(2), 107-121. https://doi.org/10.1080/17425960500288291
Schuck, S., & Russell, T. (2016). Self-Study, amistad crítica y las complejidades en la formación de profesores. In T. Russell, R. Fuentealba, & C. Hirmas (Comps.), Formadores de formadores, descubriendo la propia voz a través del self-study. BUK Gráfica & Editora.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Singh, P. (2008). Oral and written reflection in practice management: An action research approach. Systemic Practice and Action Research, 21(2), 171-185. https://doi.org/10.1007/s11213-008-9089-5
Sjöström, J., & Eilks, I. (2018). Reconsidering different visions of scientific literacy and science education based on the concept of Bildung. In Y. J. Dori, Z. R. Mevarech, & D. R. Baker (Eds.), Cognition, metacognition, and culture in STEM education: Innovations in science education and technology (pp. 65-88). Springer. https://doi.org/10.1007/978-3-319-66659-4_4
Susinos, T., & Saiz, Á. (2016). Los problemas pedagógicos son mis aliados: El practicum como un proceso de reflexión e indagación colaborativa. Revista de Investigación en Educación, 14(1), 5-13.
Ulvik, M., Eide, H. M. K., Eide, L., Helleve, I., Jensen, V. S., Ludvigsen, K., Roness, D., & Torjussen, L. P. S. (2020). Teacher educators reflecting on case-based teaching – A collective self-study. Professional Development in Education, 48(4), 657-671. https://doi.org/10.1080/19415257.2020.1712615
Utsumi, S. (2016). Preschool teachers’ practices of monitoring children to prevent health risks and facilitate adaptation: Multi-method triangulation in a qualitative study. International Journal of Psychology, 51(special 1), 378-390.
Vanassche, E., & Kelchtermans, G. (2015). Facilitating self-study of teacher education practices: Toward a pedagogy of teacher educator professional development. Professional Development in Education, 42(1), 100-122. https://doi.org/10.1080/19415257.2014.986813
Vanegas-Ortega, C. M., & Fuentealba, R. (2019). Identidad profesional docente, reflexión y práctica pedagógica: Consideraciones claves para la formación de profesores. Perspectiva Educacional, 58(1), Artículo 780. https://doi.org/10.4151/07189729-vol.58-iss.1-art.780
Vanegas-Ortega, C. M., Martínez-Galaz, C. P., Henríquez-Rivas, C. A., & Hernández-Silva, C. (2020). Formadores de didáctica de las ciencias experimentales y matemática: El self-study colaborativo interinstitucional como motor de transformación de la docencia universitaria. Revista Iberoamericana de Educación, 82(1), 51-72. https://doi.org/10.35362/rie8213684
Villalobos-Claveria, A. A., & Melo-Hermosilla, Y. M. (2021). Desafíos didácticos del saber pedagógico del docente universitario novel chileno. Cadernos de Pesquisa, 51, Artículo e07820. https://doi.org/10.1590/198053147820
Voogt, J., Laferrière, T., Breuleux, A., Itow, R. C., Hickey, D. T., & McKenney, S. (2015). Collaborative design as a form of professional development. Instructional Science, 43(2), 259-282. https://doi.org/10.1007/s11251-014-9340-7
Walshe, N., & Driver, P. (2019). Developing reflective trainee teacher practice with 360-degree video. Teaching and Teacher Education, 78, 97-105. https://doi.org/10.1016/j.tate.2018.11.009
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2024 Cadernos de Pesquisa
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Autores que publicam nesta revista concordam com os seguintes termos:
a. Autores mantêm os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Attribution que permite o compartilhamento do trabalho com reconhecimento da autoria e publicação inicial nesta revista.
b. Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista.
c. Autores têm permissão e são estimulados a publicar e distribuir seu trabalho on-line (ex.: em repositórios institucionais ou na sua página pessoal) a qualquer ponto antes ou durante o processo editorial, já que isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publicado (Veja O Efeito do Acesso Livre).