Publication: Voces externas: profesionales de la educación que se acercan al Proyecto Roma
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Date
2018
Authors
Fernández Martín, Eugenia ; Farzaneh Peña, Diana
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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
En el presente escrito, se hace mención de la educación
experimentada en el modelo tradicional por dos profesionales
de la educación, acusando la carencia de los principios
que venimos defendiendo desde el Proyecto Roma,
mostrando nuestros cambios y transformaciones personales
al pertenecer al grupo de investigación-acción cooperativa
formativa de Proyecto Roma y lo que supone como formación
permanente el confrontar puntos de vista y prácticas
desde niveles diferentes. En ningún caso se trata de
una investigación sino que se muestra la reflexión surgida
del diálogo entre dos ámbitos, a través de dos voces: la
voz de una profesora universitaria, preocupada en la formación
inicial del profesorado, y la voz de una maestra
que a diario se enfrenta a un modelo educativo en su
centro, donde los principios del Proyecto Roma no se cumplen
y, además, donde la formación docente no sigue un
continuo entre teoría y práctica, entre la formación inicial y
la formación permanente. Se pretende dar a conocer desde
nuestras experiencias personales y profesionales un modelo
educativo necesario para la construcción de una escuela
pública de calidad y para todas las personas.
This article analyzes the educational process experienced in the traditional model by two education professionals, accusing the lack of the principles that we defend from the Roma Project, showing our personal changes and transformations after joining the Cooperative- Training Action-Research group of the Roma Project and the implications of confronting points of view and practices from different levels. This is not a research, it shows the reflection arising from the dialogue between two areas, through two voices: the voice of a university lecturer— concerned with initial teacher training—and the voice of a teacher who faces every day an educational model in her school, where the principles of the Roma Project are not met and teacher training does not follow a continuum between theory and practice, between initial training and continuing education. The aim of this article is to make an educational model known from our personal and professional experiences. This model is necessary for the construction of quality state schools for all.
This article analyzes the educational process experienced in the traditional model by two education professionals, accusing the lack of the principles that we defend from the Roma Project, showing our personal changes and transformations after joining the Cooperative- Training Action-Research group of the Roma Project and the implications of confronting points of view and practices from different levels. This is not a research, it shows the reflection arising from the dialogue between two areas, through two voices: the voice of a university lecturer— concerned with initial teacher training—and the voice of a teacher who faces every day an educational model in her school, where the principles of the Roma Project are not met and teacher training does not follow a continuum between theory and practice, between initial training and continuing education. The aim of this article is to make an educational model known from our personal and professional experiences. This model is necessary for the construction of quality state schools for all.
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Escuela democrática , Investigación-acción , Inclusión , Proyecto de investigación , Innovación , Educación , Formación de docentes , Papel del docente , Democratic school , Investigation-action , Student projects , Knowledge base for teaching , Innovation , Education , Teacher training , Teacher role , Educational changes
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