Publication: Aprendizajes colaborativos y democratización de las relaciones didácticas
Authors
Ocaña, Almudena ; Reyes, María Luisa
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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Description
Abstract
Este artículo presenta una experiencia de innovación
educativa. Reflexionando de manera individual y conjunta
sobre las identidades personales y profesionales a través
de relatos autobiográficos se ha tratado de promover el
aprendizaje colaborativo y democratizar las relaciones
didácticas. En las reflexiones finales observamos cómo las
creencias y concepciones previas de los futuros docentes
tienen una repercusión directa sobre sus prácticas en el aula
debido a las numerosas horas que como estudiantes han
experimentado desde la escuela hasta la universidad. Se
concluye la necesidad de desarrollar estrategias de reflexión
profunda y compartida para promover un cambio en estas
creencias y concepciones.
This paper presents an innovative educational experience. Through individual and collective reflection on personal and professional identities based on autobiographical narratives we have tried to promote collaborative learning and to democratize educational relations. In the final remarks we see how the beliefs and preconceptions of the future teachers have a direct impact on their practices in the classroom because of the many hours they have experienced as students from school to university. We conclude that it is necessary to develop strategies for deep and shared reflection in order to promote changes in these beliefs and conceptions.
This paper presents an innovative educational experience. Through individual and collective reflection on personal and professional identities based on autobiographical narratives we have tried to promote collaborative learning and to democratize educational relations. In the final remarks we see how the beliefs and preconceptions of the future teachers have a direct impact on their practices in the classroom because of the many hours they have experienced as students from school to university. We conclude that it is necessary to develop strategies for deep and shared reflection in order to promote changes in these beliefs and conceptions.
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