Publication: Oportunidades y desafíos en el desarrollo profesional de docentes con TIC en una escuela rural en España: una mirada a la Escuela Nueva
Authors
Villagrá Sobrino, Sara Lorena ; García Sastre, Sara ; Carramolino Arranz, Beatriz ; Gallego Lema, Vanesa ; Jorrín Abellán, Iván
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Partiendo de una mirada retrospectiva hacia la Escuela Nueva,
se busca en este trabajo reflexionar acerca de las oportunidades
y desafíos que las TIC plantean para el desarrollo
profesional docente. Inicialmente, proporcionaremos algunos
de los principales hitos históricos y repercusiones de la ILE y
la Escuela Nueva en nuestro país. Posteriormente, abordaremos
una experiencia de formación de profesorado en el marco
de un estudio de caso llevado a cabo durante tres años en
una escuela rural con el objetivo de proporcionar algunas
evidencias acerca de cómo promover la creación y compartición
de diseños educativos innovadores en el uso de las TIC
a través de una plataforma tecnológica consensuada y compartida
por una comunidad de aprendizaje. En la última sección
presentaremos algunas de las principales evidencias
obtenidas tratando de establecer paralelismos con las repercusiones
que la Escuela Nueva tiene para el desarrollo de
competencias profesionales docentes en pleno siglo xxi.
The based on a retrospective look at the New School, this article attempts to reflect on the opportunities and challenges posed by ICTs for teachers’ professional development. First, we will present some of the major historical milestones and effects of the Free Teaching Institution (ILE) and the New School in Spain. Then we will address a teacher training experience in the context of a case study conducted over 3 years in a rural school in order to provide some evidence on how to promote the creation and sharing of innovative educational designs using ICT through an agreed and shared technology platform for a learning community. In the last section, we will provide key evidence obtained by trying to draw similarities with the consequences that the New School has for the development of teaching skills in the 21st century.
The based on a retrospective look at the New School, this article attempts to reflect on the opportunities and challenges posed by ICTs for teachers’ professional development. First, we will present some of the major historical milestones and effects of the Free Teaching Institution (ILE) and the New School in Spain. Then we will address a teacher training experience in the context of a case study conducted over 3 years in a rural school in order to provide some evidence on how to promote the creation and sharing of innovative educational designs using ICT through an agreed and shared technology platform for a learning community. In the last section, we will provide key evidence obtained by trying to draw similarities with the consequences that the New School has for the development of teaching skills in the 21st century.
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Citation
Revista interuniversitaria de formación del profesorado, N.78, 2013
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