Publication: Cartografías colectivas para repensar la profesión docente desde la defensa de lo público
Authors
Fernández Rodríguez, Eduardo ; Villena Higueras, José Luis
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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Description
Abstract
Este artículo pretende, en último término, incorporar propuestas
de trabajo que permitan la revisión del desarrollo profesional
docente, tanto desde la formación inicial como desde
la investigación educativa, pasando por la formación permanente.
Se trata de ofrecer posibles itinerarios que vinculen el
trabajo del profesorado a la defensa de lo público.
Para llegar a dar tales recomendaciones, los autores inician
este trabajo haciendo una breve introducción en la que se
definen cuáles son los problemas de la educación hoy. En la
segunda parte, se continúa dicho análisis incorporando, en
este caso, un análisis acerca de las condiciones laborales
del profesorado y de las tradiciones o discursos que este
maneja en su práctica.
The aim of this article is to incorporate work proposals to allow the review of Professional Teaching Development, both from an initial training perspective and from an educational research perspective, including lifelong learning. The objective is to offer different itineraries linking the work of teachers to the defence of the public sector. To present these recommendations, the authors begin this article with a brief introduction defining the problems in education today. In the second part, this analysis continues by including an study of the working conditions of teachers and of the traditions or discourses used in practice.
The aim of this article is to incorporate work proposals to allow the review of Professional Teaching Development, both from an initial training perspective and from an educational research perspective, including lifelong learning. The objective is to offer different itineraries linking the work of teachers to the defence of the public sector. To present these recommendations, the authors begin this article with a brief introduction defining the problems in education today. In the second part, this analysis continues by including an study of the working conditions of teachers and of the traditions or discourses used in practice.
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Citation
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