Publication: Las educadoras y sus metáforas educativas:
dos investigaciones en acción
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Date
2001
Authors
Molina lturrondo, Ángeles
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Publisher
Universidad de Murcia
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DOI
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info:eu-repo/semantics/article
Description
Abstract
En este artículo se discuten y se comparan
dos investigaciones en acción que recogen y analizan las metáforas educativas de dos grupos de educadoras enfrascadas en procesos la mayoría de los casos, las participantes no se habían percatado de que tenían. A la luz de los hallazgos, se discute el valor de la metáfora como herramienta de análisis
en la transformación educativa y en la forjación de la educación con verdadero sentido humano.
Summary: This article discusses two research-inaction projects that collect and analyze the educational metaphors of two groups of teachers engaged in the reflection of their own educational visions and practices.Both studies were qualitative in nature and the author was participan! researcher. Audiotapes, field notes, minutes and the participants= written reflections, documented a diversity of original metaphors produced in conversation sessions. The metaphors reflected personal visions on the child, learning and education. The collective analysis of the metaphors revealed hidden assumptions on the processes of learning and education,that in most cases, were explicitly unknown for the participants. On the basis ofthe findings, the value of the metaphor as a tool for analysis and educational transformation, is discussed.
Summary: This article discusses two research-inaction projects that collect and analyze the educational metaphors of two groups of teachers engaged in the reflection of their own educational visions and practices.Both studies were qualitative in nature and the author was participan! researcher. Audiotapes, field notes, minutes and the participants= written reflections, documented a diversity of original metaphors produced in conversation sessions. The metaphors reflected personal visions on the child, learning and education. The collective analysis of the metaphors revealed hidden assumptions on the processes of learning and education,that in most cases, were explicitly unknown for the participants. On the basis ofthe findings, the value of the metaphor as a tool for analysis and educational transformation, is discussed.
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