El trabajo que se presenta refleja parte de la investigación que se lleva a cabo en la Facultad de Ciencias de la Educación sobre voluntariado, aprendizaje y comunidades de aprendizaje y como parte del Proyecto de I+D+I: Ecologías del desarrollo y aprendizaje expandido.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Cortés González, Pablo

Fernández Torres, Pablo

Leite-Méndez, Analía Elizabeth

Márquez-García, María Jesus

English

Márquez-García, María Jesús

Cortés-González, Pablo

Fernández-Torres, Pablo

Repositorio Institucional Universidad de Málaga

Proposal Information of Contribution 1908ID: 1908 / 10 SES 07 C: 310. Teacher Education ResearchPaperAlternative EERA Network: 22. Research in Higher EducationTopics: NW 10: Research on professional knowledge & identity in teacher educationKeywords: Teacher education, Communities of practice, school democracyLearning To Be Teachers In Transforming SchoolsMaría Jesús Márquez García, Analia Elizabeth Leite Mendez, Pablo Cortés González, Pablo Fernández TorresUniversidad de Málaga, SpainPresenting Author: Leite Mendez, Analia Elizabeth; Fernández Torres, PabloMore than a decade ago, in the research group Procie, from the University of Málaga, we asked ourselves how teachers' identities are constructedin their  pre-service education  and  throughout  their  professional  lives.  Our intention  is  to  contribute  to  the  development  of  a  democratic  andtransformative education from another way of educating teachers. The biographical-narrative projects carried out previously with teacher-educationstudents gave us a approach to the sedimental knowledge on the teaching based on their experiences as school students. These experiencesshow, in a generalized way, a traditional school closed to life and the community, focused on control, segregation and competitiveness (Rivas, 2014,Rivas and Leite, 2014, Márquez, Prados and Padua, 2014). The biographical accounts not only revealed the type of school and the learning lived,but led us to think other ways of learning the teaching profession, by participation in practical communities in which they are built affective bonds(Wenger, 2001).The communication that we present is part of the project "Ecologies of learning in multiple contexts: analysis of expanded education projects andconformation of citizenship" (EDU2014-51961-P, MEYC). Its objective is to analyze the learning of the teacher education students who participate asvolunteers in schools with educational projects oriented to the social and educational transformation, such as the Learning Communities. Based onthis proposal, we are reconsidering the teacher education on the basis of a horizontal relationship between the university and public schools. In thisway, "Practical Communities of Professional Learning" are constituted according to three characteristics: 1) Students learn from their participation inthese schools as part of the changes that take place; 2) Collaboration is promoted between university and school teachers for joint education; 3)There is a concern to improve school outcomes through inclusive processes in order to support public school projects that contribute to socialtransformation (AAVV, 2010).Teacher education projects need to approach teaching cultures of democratic change, building collective, transformative and situated knowledge(Sagátegui, 2004). Likewise, we need to contribute to inclusive social and educational changes from universities (Santos, 2007, Novoa, 2015). Thismeans provoking networks of action and thinking between University and schools. We speak of network because the interactions that take place inthe learning processes, in real contexts, are multiple rhizomatic; that is, our learning is being reconstructed in a participatory process, like a nomadicknowledge (inside and outside the school context) and through dialogical learning (among Universities and school teachers, families, social agents,etc.).  Dialogical  learning  breaks  with  individuality,  competitiveness,  unidirectionality  and  the concept  of  measurable academic  intelligence.  Byopposite,  it  puts  into  practice  a  conception  of  learning  based  on  interaction,  horizontality,  solidarity,  equal  dialogue,  and  equality  based  ondifferences. Without doubt, dialogical learning is based on "how we learn", integrating the life, body, emotions, movement and social context ofchildren, as well as content (Elboj et alt, 2002).Educating in "professional learning communities" devotes special attention to personal processes of communication, pedagogical relationship andreflection. The teacher education linked with teacher transformation projects increases the social responsibility of the universities, the commitment ofthe students and the formation of a citizenship in favour of social justice (Novoa, 2009, Rivas, 2014, Yuren, 2013, Márquez, Leite and Rivas, 2017;Leite, Márquez and Rivas, 2018).In this  project  we have the objective to know how teacher education students learn from the interactions with  the teaching staff  of  LearningCommunities and the impact that these learning have on their education as teachers.Methodology, Methods, Research Instruments or Sources UsedWe start from a narrative perspective with contributions from action research. Narratives and theoretical-practical reflection groups are its specificobject of study, contextualized in the ways of acting and giving meaning to the world (Clandinin, Pushor and Orr, 2007, Denzin and Lincoln, 2015).Therefore, the main methodological strategies are the experience accounts, the personal journals and the reflection groups with the participation ofall the groups involved: teachers of the schools, pre-service teachers, faculty of the university, families, and other educational agents involved.The project began in 2015, with the participation of students from different subjects of Degree in Primary Education and Pedagogy. Along four yearswe have been compiling accounts of the students' experience, conducting interviews and collective reflection groups. In this way, these practicalcommunities of action and education have allowed the generation of participatory and collaborative processes for the analysis and collectiveevaluation of the experiences of all the subjects involved.We particularly cover the following types of inquiry at different times:- Accounts of personal experiences of learning about the experience of education in Learning Communities schools. These learning stories areconstructed from the point of view of the narrator, expressing emotions, thoughts, interpretations of the actions in the educational context and in thepersonal sphere.- Collective creations of audio-visual narratives and performances as a way to share the lived experience and the generated knowledge. In this way,subjectivity, emotions, personal communication, etc., are valued.- Discussion seminars in which we analyze the epistemological positions of action and interpretation of reality.- Narrative interviews to teachers of schools, mothers, volunteers and other social agents involved.Interviews 10 - Students, mothers, teachers (2nd year 5; 3rd year 5; 4th year 3)Reflection groups 3 - Students, families (3rd year 4; 4th year 10)Experience Accounts 75 - Teacher education students (1st year = 10, 2nd year = 13, 3rd year = 12, 4th year = 40)Collective creations 20 - Teacher Education studentsConclusions, Expected Outcomes or FindingsThe analysis of the stories of experiences and interviews highlights how teacher education students, volunteers in the Learning Communitiesschools, feel that they are learning and become aware of the school dynamics in all its dimensions.A fundamental axis of this learning is their participation in these schools. The formation, in this way, is connected with a community action in relationto the transformation of social contexts. They stop feeling as receptors and patient agents of learning, and become aware that learning is toparticipate and interact with all agents, contributing and exchanging knowledge with the community."In our case, we have tried not only to stay superficially in the word participation, but we wanted to involve ourselves and not only receive but give tothe school; in particular, the children of our classrooms. ... Also, I think that if you are part of a Learning Community, you should keep in mind theECER 2019 Hamburg - The European Conference on Educational Resear... https://riuma.uma.es/xmlui/bitstream/id/c6b6e751-a728-447a-b1e2-26ce...1 de 2 16/09/2019 10:53word participation from the reciprocal perspective because in them, we can all get feedback from the look that surrounds it" (voluntarily1)This experience breaks the individualistic logic of learning and enters the logic of collective-interaction and dialogical learning. It is important tohighlight the democratic dimension of this formation proposal. The students live a horizontal experience with the teachers and the families of theschool. They establish a relationship of trust, sharing spaces, activities, doubts, evaluations, ....".. when I became aware of that learning was when I made the diary in my house and remembered everything that had happened to me throughoutthat morning, but above all I felt it when I started to see some of the experiences or concepts that I have contemplated throughout my life fromanother point of view". (Voluntary2).ReferencesAAVV. (2010) ¿En qué dirección(es) se orientará La investigación sobre cambio educativo en los próximos diez años?. La opinión de losespecialistas. RMIE, Revista Mexicana de Investigación Educativa. VOL. 15, núm. 47, pp. 1093-1145.Clandinin, D. J., Pushor, D., & Orr, A. M. (2007). Navigating sites for narrative inquiry. Journal of Teacher Education, 58(1), págs. 21-35.Denzin I. y Licoln N.  (coords)  (XXX) IV Manual de Investigación narrativa. Métodos de recolección y análisis de datos. Barcelona. Gedisa.Elboj, C; Puigdellívol, I; Soler, M y Valls, R. (2002), Comunidades de aprendizaje. Transformar la educación. Barcelona: Graó.Leite, A. Márquez, M.J. y Rivas, J.I. (2018) Aprendizajes emergentes y compromiso social. Transformando la universidad desde las Comunidadesde Aprendizaje. En Martínez, J.B. y Fernández E. (Comps) Ecologías del aprendizaje. Educación expandida en contextos múltiples. Madrid. Morata.Márquez, M. J., Prados, E. y Padua, D. (2014) Relatos escolares y construcción del currículum en la formación inicial del profesorado.Bioeducamos. Revista Tendencias Pedagógicas. Monográfico Las Historia de Vida, Nº 24, 113-132, julio, 2014.Márquez, M.J., Leite, A.E y Rivas, J.I. (2017) Voluntariado en comunidades de aprendizaje en entornos interculturales. Revista Devenir, 32, págs..151-173.Novoa, A. (2009) Para una formación de profesorae construida dentro de la población. Revista de Educación, 350. pp. 203-218.Novoa, A. y Amante, L. (2015) Em busca da Liberdade. A pedagogía universitária do nosso tempo. REDU. Revista de Docencia Universitaria, 13(1), 21-34Rivas-Flores, J. I. (2014). Narración frente al neoliberalismo en la formación docente. Visibilizar para transformar. Magis, Revista Internacional deinvestigación en Educación, 7(14), 99-112.Rivas Flores, J.I. & Leite Mendez A.E. (2014) Vida y Experiencia Escolar. Biografías Escolares. En Rivas, Leite y Megías (Coords.) Profesorado,Escuela y Diversidad. La realidad educativa desde una mirada narrativa. Málaga. Aljibe.Sagátegui, D. (2004). Una apuesta por la cultura: el aprendizaje situado. Sinéctica, Revista Electrónica de Educación, Febrero-Julio, 30-39.Santos, B. De S. (2007). La Universidad en el siglo XXI. Para una reforma democrática y emancipatoria de la Universidad. La Paz, Bolivia: PluralEditores. ASDI. CIDES-UMSA.Yurén, T. (2013). Ciudadanía y Educación. Ideales, dilemas y posibilidades de la formación ético-Política. México DF.: Juan Pablos editor.Universidad Autónoma del Estado de Morelos.Wenger, E. (2001), Comunidades de Prácticas. Aprendizaje, Significado e Identidad. Barcelona. Paidós.ECER 2019 Hamburg - The European Conference on Educational Resear... https://riuma.uma.es/xmlui/bitstream/id/c6b6e751-a728-447a-b1e2-26ce...2 de 2 16/09/2019 10:53

Learning To Be Teachers In Transforming Schools

https://riuma.uma.es/xmlui/bitstream/10630/18354/4/ECER%202019%20Hamburg%20-%20The%20European%20Conference%20on%20Educational%20Research%20-%20ConfTool%20Pro%20Export.%20Learning%20to%20be%20teacher%20in%20transforming%20schools.pdf

Learning To Be Teachers In Transforming Schools

Abstract

Similar works

Full text

Available Versions

Repositorio Institucional Universidad de Málaga