Publication: La formación del profesorado: un compromiso entre visiones inconciliables de la coherencia
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Date
2010
Authors
Perrenoud, Philippe
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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Description
Abstract
En la elaboración de programas de formación para la
enseñanza surgen a menudo incoherencias relacionadas
principalmente con la creación de compromisos provisionales
entre visiones contradictorias de la coherencia y entre estas
visiones y otras lógicas de acción. Cada formador ofrece
su visión personal de la coherencia por lo que resulta
improbable que pudiera lograrse una coherencia total. A
las incoherencias de cada formador se añade el choque
de visiones dentro de las instituciones educativas sobre la
formación del profesorado y su coherencia. A pesar de ello
se propone en este artículo un análisis de la coherencia
de la formación docente centrado en torno a catorce
dimensiones clave. En ningún caso se pretende que esta lista
de dimensiones sea definitiva sino que se anima a los lectores
a que la modifiquen, completen y reelaboren. Por otro lado,
se analizan los efectos que la introducción de la formación
del profesorado en los estudios superiores ha supuesto. En
concreto, se profundiza en cinco aspectos que han influido en
la coherencia de la formación de los docentes y que hacen
que esta sea más difícil de alcanzar en el ámbito universitario.
El autor concluye señalando la necesidad de aumentar al
mismo tiempo la coherencia de la formación y la tolerancia
de los estudiantes a la complejidad.
When developing training programs for teaching, inconsistencies often emerge mainly associated with the creation of provisional commitments between conflicting visions of coherence and between these views and other logics of action. Each educator offers his/ her personal vision of coherence so complete coherence is unlikely achieved. Besides the incoherence of each educator we find the clash of different views within educational institutions on teacher training and its coherence. Nevertheless, this article offers an analysis of coherence in teacher training focusing on fourteen key dimensions. In no way is it intended to offer a list of dimensions which is final or definitive; on the contrary, readers are encouraged to change, complete and develop it further. In addition, the effects that the introduction of teacher training in higher education has had are analysed. More specifically, five aspects which have influenced the coherence of teacher training and which make it more difficult to achieve at the university level are explored in detail. The author concludes by pointing out the need to increase both training coherence and students’ tolerance of complexity.
When developing training programs for teaching, inconsistencies often emerge mainly associated with the creation of provisional commitments between conflicting visions of coherence and between these views and other logics of action. Each educator offers his/ her personal vision of coherence so complete coherence is unlikely achieved. Besides the incoherence of each educator we find the clash of different views within educational institutions on teacher training and its coherence. Nevertheless, this article offers an analysis of coherence in teacher training focusing on fourteen key dimensions. In no way is it intended to offer a list of dimensions which is final or definitive; on the contrary, readers are encouraged to change, complete and develop it further. In addition, the effects that the introduction of teacher training in higher education has had are analysed. More specifically, five aspects which have influenced the coherence of teacher training and which make it more difficult to achieve at the university level are explored in detail. The author concludes by pointing out the need to increase both training coherence and students’ tolerance of complexity.
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