Propuesta metodológica para promover la formación de un docente crítico reflexivo para implementar buenas prácticas pedagógicas en Escuela de Lenguaje Everito de la comuna de Quilpué
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Fecha
2014
Profesor/a Guía
Facultad/escuela
Idioma
es
Título de la revista
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Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Al implementar prácticas pedagógicas exitosas, los establecimientos
educacionales podrán contar con un equipo docente que posea las competencias para ser
críticos y reflexivos. A su vez les permitirá mejorar los resultados de aprendizajes y la
calidad de la enseñanza.
Todo este proceso comenzó con una revisión bibliográfica teórica y legal, la cual
permitió desafiar una propuesta de cómo llegar a formar un docente crítico reflexivo.
Esto fue a partir de la revisión de la literatura donde Perrenaud propone diez
competencias para enseñar, las cuales aportan en la formación de un docente crítico
reflexivo. En base a esto, se elaboró un instrumento que permitió detectar ciertos nodos
críticos que se daban en la Escuela de Lenguaje Everito. Posteriormente en base a las
necesidades detectadas, se diseñó una propuesta metodológica para el equipo docente, a
través de una capacitación para implementar y desarrollar competencias necesarias, en
función del contexto y la realidad del establecimiento, la cual busca que los docentes
reflexionen sobre sus prácticas pedagógicas, convirtiéndose un docente critico
reflexivo.
By implementing successful teaching practices, educational establishments may have a teaching staff with the necessary skills to become critica! and reflective. At the same time, they will improve learning outcomes and the teaching quality. This whole process began with a theoretical and legal literature review, which enabled a proposal for directions to fonn a reflective critical teacher. 1bis was from the literature review where Perrenoud proposes ten competencies for teaching, which contribute to the fonnation of a reflective critica! teacher. On this basis, an instrument that allowed us to detect certain critica! nodes that were given in the School of Language Everito was developed. Subsequently, based on the needs identified, a proposal to the teaching faculty was designed, through a training to implement and develop the necessary skills, depending on the context and reality of the establishment, which seelcs that teachers reflect on their teaching practices, becoming a reflective critica! teacher.
By implementing successful teaching practices, educational establishments may have a teaching staff with the necessary skills to become critica! and reflective. At the same time, they will improve learning outcomes and the teaching quality. This whole process began with a theoretical and legal literature review, which enabled a proposal for directions to fonn a reflective critical teacher. 1bis was from the literature review where Perrenoud proposes ten competencies for teaching, which contribute to the fonnation of a reflective critica! teacher. On this basis, an instrument that allowed us to detect certain critica! nodes that were given in the School of Language Everito was developed. Subsequently, based on the needs identified, a proposal to the teaching faculty was designed, through a training to implement and develop the necessary skills, depending on the context and reality of the establishment, which seelcs that teachers reflect on their teaching practices, becoming a reflective critica! teacher.
Notas
Tesis (Magister en Dirección y Liderazgo para la Gestión Educacional)
Palabras clave
Profesores Formación Profesional, Competencias Laborales, Pensamiento Crítico, Chile