Innovation and Pedagogical Scenes: Teacher Educators in a Learning Laboratory
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Fecha
2022-05-01
Profesor/a Guía
Facultad/escuela
Idioma
es
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Editor
Research Center of Universidad Pedagogica Nacional
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Licencia CC
CC BY-NC 4.0 DEED
Attribution-NonCommercial 4.0 International
Licencia CC
https://creativecommons.org/licenses/by-nc/4.0/
Resumen
This article explores teacher educators' perceptions during their participation in innovative pedagogical scenes experienced through a Learning Laboratory (LLab) during an academic year. A qualitative approach was used in the methodological design of the study using three main instruments to collect data: interdisciplinary dialogues, reflections from teachers' experiences during the process, and a Focus Group at the end of the process. Data were analyzed through content analysis reaching a categorization of three main concepts. Results from the teachers' innovative experiences in LLab show that they developed their identity process through three main factors: a methodological breakage, integrated knowledge, and emotionality being this last factor a contribution to research in innovation in teacher education. © 2022 Research Center of Universidad Pedagogica Nacional. All rights reserved.
Notas
Indexación: Scopus.
Palabras clave
Educational innovation, Higher education, Pedagogical experiences, Teacher educators
Citación
Revista Colombiana de Educacion, Volume 1, Issue 85, Pages 79 - 99, 1 May 2022
DOI
10.17227/rce.num85-11969