Nuevas Identidades en la formación del profesorado. La voz del alumnado

Presento en este trabajo las nuevas identidades que están formándose entre el alumnado del grado de primaria, como consecuencia de los cambios que están teniendo lugar en el ámbito social, cultural, político y económico. Parto de los resultados de la investigación que el grupo ProCie está realizando acerca de la identidad profesional de los estudiantes de primaria, en la Universidad de Málaga. La investigación aborda los relatos de la experiencia escolar de estudiantes de primer año y analiza cuales son las características de esta experiencia. Son cuatro ejes los que se tienen en cuenta: la idealización de la figura del docente, el foco en las tareas y las rutinas, el lugar central que ocupa la evaluación y el énfasis en el orden y la disciplina en el aula. A partir de esta experiencia se aborda lo que denominamos “conocimiento sedimental”. Este vendría a ser el conocimiento acerca de la profesión docente que se va construyendo por parte de los estudiantes en la escuela como consecuencia de su experiencia y que constituirá el sedimento de la conocimiento profesional. Este será parte fundamental en la construcción de su identidad. Por otro lado, se tiene en cuenta la “moral neoliberal” que funciona en las instituciones escolares, actuando de forma importante en la construcción de una nueva identidad, caracterizada por el pensamiento práctica, el activismo y el cortoplacismo. Esto representa un cambio importante respecto a la identidad redentorista propia de tiempos anteriores. Palabras Clave: Identidad, profesión docente, experiencia escolar, conocimiento profesional Abstract: I present in this paper the new identities that are forming among teacher students as a result of the changes that are taking place in the social, cultural, political and economic spheres. I start from research results that Procie group is conducting about the professional identity of teacher students in the University of Malaga. The research studies the stories of the school experience of freshmen and analyses what are the characteristics of this experience. Four axes are taking into account: the idealization of the figure of the teacher, the focus on tasks and routines, the core place of assessment and the emphasis on order and discipline in the classroom. From this experience, I deal what I call " Sedimental knowledge." This would be the knowledge about the teaching profession that is built by students at school because of their experience and it constitutes the sediment of professional knowledge. This will be a fundamental part in the building of their identity. On the other hand, takes into account the "neoliberal moral" working in the schools, being an important brick in the construction of a new identity, characterized by practical thinking, activism and short-termism. This represents a significant change from the Redemptorist identity proper from earlier times. Keywords: Identity, Teaching, School Experience, Professional Knowledge.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tec

Counter-hegemonic proposals in teacher training

Teacher education in Spanish Universities is suffering the slow but steady progress of neoliberal proposals in education. Academic excesses, highly scholarized model, strong protocolization of their proposals, exacerbated control of educational practices, ... This change comes hand in hand with an important regression in the educational theoretical and ideological frameworks, both in the academic and scientific world, as in educational policies and school practices. Given this situation we present some counterhegemonic practices with which we are trying to break this inertia and starting another teacher education model. For that we start from some premises: on the one hand, the engagement of teacher education colleges with schools in educational system; it is necessary to understand all levels of education as a unit, as a transformative, political and emancipatory practice. On the other hand, we raise the need for future teachers to be part of alternative educational proposals, allowing their education as teachers take place from experiences of social and educational change. By last, a change in educational thinking that breaks with the theory-practice dichotomy is necessary, based on another theory of knowledge from the critical socio-constructivist perspective, in which both dimensions are re-constructed as a single entity.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

La perspectiva cultural de la organización escolar : marco institucional y comportamiento individual

Se habla de una de las perspectivas teóricas en las que actualmente se desenvuelve la organización de la escuela y que presenta a ésta desde el punto de vista de la cultura que en ella se desarrolla, como producto de las interacciones sociales que tienen lugar. Ello constituye un marco institucional preciso y estructurado que condiciona y mediatiza la actuación y los sistemas de pensamiento de las personas que actúan en dicha institución. Bajo estos supuestos, el cambio educativo sólo es posible plantearlo desde el cambio institucional. Se exponen algunas vías de trabajo que estamos desarrollando desde esta perspectiva.Es presenta una de les perspectives teòriques en què actualment es desenvolupa l'organització de l'escola i que la presenta des del punt de vista de la cultura que s'hi desenvolupa com a producte de les interaccions socials que hi tenen lloc. Constitueix un marc social precís i estructurat que condiciona i mediatitza l'actuació i els sistemes de pensament de les persones que actuen en l'esmentada institució. Sota aquests supòsits, el canvi educatiu només és possible plantejar-lo des del canvi institucional. Es presenten algunes vies de treball que desenvolupem des d'aquest perspectiva.It is presented one of the theoretical perspectives in which currently the school management is working. This is explained in terms of the culture that is developed, as product tutional framework that aims the performance and the thought systems of the persons that institutional change. Some work orientations that we are developing from this perspective are presented

Experiences from the academic training. Study about the identity of the novice teacher, second part.

We present some progresses of the current research project we are developing called "The professional identity of teacher studies”. It aims to analyse the training received by students in the faculties of education in the Autonomous Community of Andalusia, especially in the degrees of pre-school education and primary education. To that effect we enquiry about the influence of the experience as school student in their training and what kind of professional identity they are generating along the formation period and after five years of activity as teachers. We present some results from the second phase of the research project: The analysis of the teacher students experience accounts in the collegeUniversidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Ethnography inquiry and teacher education. The use of diaries for the comprehension of educational practice

We present in this communication a work of inquiry carried our using the diaries of students participating an educational experience in a primary school. Along a semester, a group of 10 students was workomg with a community learning project. These students were engaged with a teacher training experience which is being developed in the Education College at the University of Málaga. In this experience some teacher students attended two subjects of his education as collaborators in this school. His experience was collected systematically in field diaries in which they reflected their everyday experience in the school, as well as his insights, assessments, feelings, etc. These diaries become into the working material to study the school functioning and their experience. For that reason, working meetings were held with teachers of their subjects at the university. Collaboratively, diaries were analyzed, categorized and interpreted in an attempt to understand the school practice, and thus, progress their training process.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Educational research today: from the forensic role to social transformation

This article aims to take stock of the state of educational research nowadays. The objective is to show, from a critical point of view, how research is contributing or not to educational change and the improvement of teaching processes. For this, the relationship with educational policies and its instrumental value for the neoliberal agendas and the processes of reform of the educational systems by the current states and the action of international organizations is presented. There is also a brief tour of the various orientations that research has had in recent years, through the different paradigm changes that have occurred: from positivism to the qualitative turn, to the subjective turn and finally to the decolonial turn. It concludes with an analysis of the two major research models currently fighting: the “forensic” perspective, such as I term it, that is, the one that dissects the educational reality understood as an object to question, and the transformative perspective, which is situated together with the subjects, in the contexts of action, being part of the processes of changeEl presente artículo se plantea hacer un balance del estado de la investigación educativa en el momento actual. El objetivo es mostrar, desde un punto de vista crítico, en qué forma la investigación está contribuyendo o no al cambio educativo y a la mejora de los procesos de enseñanza. Para ello se plantea la relación con las políticas educativas y su valor instrumental para las agendas neoliberales y los procesos de reforma de los sistemas educativos por parte de los estados actuales y la acción de organismos internacionales. Se plantea también, un breve recorrido por las diversas orientaciones que la investigación ha tenido en los últimos años, a través de los distintos cambios de paradigma que se han producido: del positivismo al giro cualitativo, el giro subjetivo y por último el giro decolonial. Se concluye con un análisis de los dos grandes modelos de investigación actualmente en liza: el que denomino perspectiva “forense”, esto es, la que disecciona la realidad educativa entendida esta como un objeto al que interpelar, y la perspectiva transformadora, que se sitúa junto a los sujetos, en los contextos de actuación, formando parte de los procesos de cambio.

Descolonizando la formación del profesorado: buscando sentido en la transformación social

La formación del profesorado históricamente se ha estructurado en dependencia al sistema edu-cativo, atrapado entre la capacitación profesional y la científico-pedagógica. Últimamente, con el avance de la perspectiva técnica de la teoría cu-rricular, se están implementando procesos cada vez más instrumentales desde lógicas ajenas a la educación, de tipo político partidista, económico productivo y de mercantilización del conoci-miento. Se hace necesario mirar hacia otras lógi-cas de formación que rompan la inercia instituida, reconvierta el conocimiento sedimental con el que llega el alumnado tras su paso por la escuela y cree las condiciones para una transformación de las prácticas pedagógicas. En esta lógica se en-cuadran las propuestas formativas que se presen-tan; se revisan procesos de formación que buscan crear puentes y vínculos entre escuela y universi-dad, transformando tanto la propuesta curricular, entendida como un diálogo controvertido con la realidad, como el escenario físico, social y cultural de la formación.Teacher training has historically been structured in dependence on the educational system, caught between professional and scientific-pedagogical training. Ultimately, with the advance of the tech-nical perspective of the curricular theory, increas-ingly instrumental processes are being imple-mented from foreign logics to education, like po-litical parties, economic and commodification of knowledge. It is necessary to look to other train-ing logics that break the instituted inertia, recon-verting the sedimental knowledge with which stu-dents arrive after passing through the school and creating the conditions for a transformation of pedagogical practices. In this logic, the formation proposals presented are framed; training pro-cesses that seek to create bridges and links be-tween school and university are reviewed, trans-forming both the curricular proposal, understood as a controversial dialogue with reality, and the physical, social and cultural setting of the training.Dossier: La formación docente, una trama en desarroll

Desempolvando legajos. La reconversión epistemológica y el legado de Ángel I. Pérez

My experience with Ángel I. Pérez at the beginning of my Pedagogy studies is recounted. Times of transformations that supposed a change in the epistemological positions inherited from the Franco regime, which had Ángel as one of its main architects. I place this change in relation to the absence of epistemological debate in the current neoliberal pragmatic scenario and the need to recover this concern.Se relata mi experiencia con Ángel I. Pérez en los comienzos de mis estudios de Pedagogía. Tiempos de transformaciones que supusieron un cambio en los posicionamientos epistemológicos heredados del franquismo, que tuvo a Ángel como uno de sus artífices principales. Sitúo este cambio en relación con la ausencia de debate epistemológico en el escenario pragmático neoliberal actual y la necesidad de recuperar esta preocupación

Ethnography, visual narratives and learning ecologies. The 'Universidad Rural Paulo Freire' case.

In this paper, we present some of the results of the R&D Project called "Ecologies of learning in multiple contexts: analysis of expanded education projects and citizenship configurations" funded by Minister of Economy and Competitiveness (Spain). The interest of this project arises after considering that much of the individual and organizational learnings have been turning invisible in different educational spaces. Therefore, our purpose is to study the different socio-educational mechanisms that individuals and organizations put into play in different scenarios: schools, asociations, virtual academical contexts, etc. On this ocassion, we present some of the methodological issues and results of a specific case: "La Universidad Rural Paulo Freire de la Serranía de Ronda" (onwards URPF), a rural socio-educative organization. The ethnography is being developed in Benalauría (Ronda mountain range). This organization is focused in the recovery of traditional learnings that people used to have around the rural world. It is settled in a critical perspective that connects their educational actions under the approaches of sustainability, dignity, feminism, etc. The general objectives we consider for this project are the following: - To know life style of people in Benalauría context. - To understand the configuration of URPF group and its impact in the territory. - To promote learning communities of practice with other organizations. As specific objectives, we emphasize: - To review the conceptual frameworks those allow us to understand the practices of invisible learning in this experience. - To generate visual narratives those evidence the work and identity features of the URPF. - To analyse the life stories of the people who are part of this experience (as well as the collective story), for the understanding of socio-educational action in rural contexts through dialogue of knowledge, generation of democratic practices and collaborative participation. - To generate spaces for dialogue with other organizations, groups and people for the creation of networks and learning communities.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Work, Professional Development And Teaching Commitment: Deconstructing Meanings

The paper we present is part of the research project "The professional identity of teacher studies", that we are development for last 3 years. The third phase of this research put the focus on the experience of job placement of novel teachers, graduated no more than 5 years. We work with focal groups and professional experience and teacher education accounts of teachers implied in this research. Also, for any teachers, we do biographical interviews to deepen on processes of construction of professional identity. In this paper we present the Ana Belen History, a female teacher of pre-school education with an experience of 4 years in school, working in a urban school with students in risk of exclusion. This school have a educative project, commitment with the neighbourhood, joint with the community and other social groups. Ana Belen story, from professional perspective, is linked with the social politic and educational commitment of this school. Our interest is focused in the comprehension of professional identity that Ana Belen has gone forging along her personal story and how her education and job placement has contributed for it. Also we are interested in knowing how early professional experiences have influenced in her professional development as teacher. Specifically we ask ourselves about what influence have for her professional identity, that her career starts in this particular school. In consequence, this paper leads us to question the current teacher education model. In particular we are interested on the kind of professional experience that have place and, so, the kinds of commitments that enables. We understand that frameworks in which professional education and experience have place are relevant to enable more or less transformer understandings about teaching. From conceptual perspective this paper adopts a socio-critical point of view (Gergen, 1985; Kincheloe, 2001; Wenger, 1988, etc.). We understand that teaching has to be analysing according work contexts and personal stories of teachers, because we face processes historical and collective building. Teaching is the result of action of their actors, over time, and in specific stage. So, with this research we intend to break with the old gap between pre and in-service education. We think that both of them are part of the same process and are formed according similar logical; although scenes change. We understand that they are part of a continuous process in which is giving sense to different and complex settings where teaching profession is built, but they are not differenced and independent stages. The teacher work, so, is subject to particular conditions, generated from such different fields as institutional, corporative, cultural, social, political, moral, etc. It displays a kaleidoscopic view on space, time, context, ... These are the axis in which the teaching is formed, from the complexity and heterogeneity. How this complexity is articulated results in different ways to face the teacher work, according different personal and professional stories. The teacher acts with subjects in instituted contexts from relationships he has with them, which gives a situated and contingent character. But, these contexts are strongly structured and ruled according centralized and generalized positions; which is, at the very least, paradoxical. Possibly, from our point of view, same of the crisis of teaching have to explain from this paradoxical perspective and the conflict, which characterize this job (Rivas, Leite y Cortés, 2011)Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech