Publication: Nuevas epistemologías en formación del profesorado.
Repensando las conexiones entre las asignaturas del
campus y las experiencias de prácticas en la formación
del profesorado en la universidad
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Date
2010
Authors
Zeichner, Ken
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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Description
Abstract
En este artículo, presento uno de los problemas centrales
que ha plagado las universidades y centros de educación
superior en la formación inicial del profesorado durante
muchos años, la desconexión entre los componentes
de los programas ofrecidos en el campus y la escuela.
Primero, partiré de mi propia experiencia como educador y
administrador de maestros/as durante los últimos treinta
y tantos años en la Universidad de Wisconsin-Madison
y de la literatura para mostrar varias dimensiones de
este tema. Luego, utilizando el concepto de “hibridad”
y “tercer espacio”. El trabajo de crear espacios híbridos
en la formación del profesorado representa un cambio
de paradigma en la epistemología de los programas de
formación del profesorado, dado que el conocimiento
académico y práctico y el conocimiento que existe en la
comunidad, convergen en nuevas formas menos jerárquicas
del aprendizaje del profesorado.
In this paper, I discuss one of the central problems that has plagued college and universitybased pre-service teacher education for many years, the disconnect between the campus and school-based components of programs. First, I will draw on my own experiences as a teacher educator and administrator over the last thirty plus years at the University of Wisconsin-Madison and the literature to lay out various dimensions of this issue. Then, utililizing the concept of hybridity and “third space”, I will discuss a variety of current work in programs across the U.S. that offers much promise in deepening the quality of teacher learning in college and university-based teacher education programs and the ability of teacher education graduates to enact desired teaching practices in complex school settings. This work in creating hybrid spaces in teacher education where academic and practitioner knowledge and knowledge that exists in communities come together in new less hierarchical ways in the service of teacher learning represents a paradigm shift in the epistemology of teacher education programs.
In this paper, I discuss one of the central problems that has plagued college and universitybased pre-service teacher education for many years, the disconnect between the campus and school-based components of programs. First, I will draw on my own experiences as a teacher educator and administrator over the last thirty plus years at the University of Wisconsin-Madison and the literature to lay out various dimensions of this issue. Then, utililizing the concept of hybridity and “third space”, I will discuss a variety of current work in programs across the U.S. that offers much promise in deepening the quality of teacher learning in college and university-based teacher education programs and the ability of teacher education graduates to enact desired teaching practices in complex school settings. This work in creating hybrid spaces in teacher education where academic and practitioner knowledge and knowledge that exists in communities come together in new less hierarchical ways in the service of teacher learning represents a paradigm shift in the epistemology of teacher education programs.
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