Scientific research, practice and experience: a reflection about preschool teacher training
This article aims at building some reflections framed by the scientific knowledge, and the authors’ pedagogical experiences along all the years they had trained pre-service preschool teachers. The first element that will be presented is linked to the students’ reflections about their professional ch...
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UNIVERSIDAD ANTONIO NARIÑO
2021
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| Acceso en línea: | https://revistas.uan.edu.co/index.php/papeles/article/view/835 https://repositorio.uan.edu.co/handle/123456789/10999 |
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| author | Gómez Bohórquez, Pilar Tatiana Ramírez Bonilla, Gerardo |
| author_facet | Gómez Bohórquez, Pilar Tatiana Ramírez Bonilla, Gerardo |
| author_sort | Gómez Bohórquez, Pilar Tatiana |
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| description | This article aims at building some reflections framed by the scientific knowledge, and the authors’ pedagogical experiences along all the years they had trained pre-service preschool teachers. The first element that will be presented is linked to the students’ reflections about their professional choice. Thus, the students’ self-evaluation is understood as a continuous strategy to recognize their practice (know how to do), experience (know how to be) and pedagogical knowledge, that the students construct based on theory to support their teaching practice (know how to know). The second element that will be presented is linked to reflections upon the relationship between pre-service practice and formative research. Those should be part of preschool teachers’ practice since they offer a unique possibility to reach meaningful transformations in children’s educational contexts. Finally, we suggest some forward planning related to what should be considered in the field of pre-service training in order to address emerging and changing situations that concern Colombian children. We consider that it is necessary to get ready for those situations not from an idealist point of view, but rather real situations trigger discussions, inquiries and confrontations that start reflection processes. |
| format | info:eu-repo/semantics/article |
| id | repositorio.uan.edu.co-123456789-10999 |
| institution | Repositorio Digital UAN |
| language | spa |
| publishDate | 2021 |
| publisher | UNIVERSIDAD ANTONIO NARIÑO |
| record_format | dspace |
| spelling | repositorio.uan.edu.co-123456789-109992024-10-14T03:47:40Z Scientific research, practice and experience: a reflection about preschool teacher training Investigación científica, práctica y experiencia: una reflexión sobre la formación de maestros en educación infantil Gómez Bohórquez, Pilar Tatiana Ramírez Bonilla, Gerardo conocimiento científico práctica formativa educador infantil reflexión saber pedagógico formación de maestros scientific knowledge pre-service training preschool teacher reflection pedagogical knowledge teacher training This article aims at building some reflections framed by the scientific knowledge, and the authors’ pedagogical experiences along all the years they had trained pre-service preschool teachers. The first element that will be presented is linked to the students’ reflections about their professional choice. Thus, the students’ self-evaluation is understood as a continuous strategy to recognize their practice (know how to do), experience (know how to be) and pedagogical knowledge, that the students construct based on theory to support their teaching practice (know how to know). The second element that will be presented is linked to reflections upon the relationship between pre-service practice and formative research. Those should be part of preschool teachers’ practice since they offer a unique possibility to reach meaningful transformations in children’s educational contexts. Finally, we suggest some forward planning related to what should be considered in the field of pre-service training in order to address emerging and changing situations that concern Colombian children. We consider that it is necessary to get ready for those situations not from an idealist point of view, but rather real situations trigger discussions, inquiries and confrontations that start reflection processes. El documento aquí expuesto busca construir algunas reflexiones en el marco del conocimiento científico, la práctica formativa y las experiencias pedagógicas suscitadas en años de labor docente como formadores de maestros en educación infantil. Como primer elemento, se abordará la reflexión que el estudiante debe hacer de cara a su elección de formación profesional, entendiendo la autoevaluación como una estrategia continua de reconocimiento frente a su práctica (hacer), experiencia (ser) y saber pedagógico que construye desde la teoría y le da soporte a su quehacer (saber). En segunda instancia, se presentarán algunas reflexiones respecto a la relación existente entre la práctica formativa y la investigación científica vista desde una perspectiva formativa, las cuales deben ser parte constitutiva en el quehacer del educador infantil, pues es la única posibilidad de lograr transformaciones significativas en los contextos donde habitan los niños y las niñas. Finalmente, se esbozan algunas prospectivas con relación a lo que se debe considerar en el campo de la formación de maestros de manera que respondan a las situaciones emergentes y cambiantes que atañen a las infancias colombianas, para las cuales se debe estar preparado, pero no desde una visión idealista, sino de realidades que convocan, cuestionan y confrontan, a fin de generar procesos de reflexión. 2021-05-09 2024-10-10T02:36:44Z 2024-10-10T02:36:44Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/version/c_970fb48d4fbd8a85 https://revistas.uan.edu.co/index.php/papeles/article/view/835 10.54104/papeles.v12n24.835 https://repositorio.uan.edu.co/handle/123456789/10999 spa https://revistas.uan.edu.co/index.php/papeles/article/view/835/695 https://creativecommons.org/licenses/by-nc-sa/4.0 http://purl.org/coar/access_right/c_abf2 application/pdf UNIVERSIDAD ANTONIO NARIÑO Papeles; Vol. 12 No. 24 (2020): Actualidad de la enseñanza de la ciencia en la universidad del siglo XXI; 58 - 66 Papeles; Vol. 12 Núm. 24 (2020): Actualidad de la enseñanza de la ciencia en la universidad del siglo XXI; 58 - 66 Papeles; v. 12 n. 24 (2020): Actualidad de la enseñanza de la ciencia en la universidad del siglo XXI; 58 - 66 2346-0911 0123-0670 10.54104/papeles.v12n24 |
| spellingShingle | conocimiento científico práctica formativa educador infantil reflexión saber pedagógico formación de maestros scientific knowledge pre-service training preschool teacher reflection pedagogical knowledge teacher training Gómez Bohórquez, Pilar Tatiana Ramírez Bonilla, Gerardo Scientific research, practice and experience: a reflection about preschool teacher training |
| title | Scientific research, practice and experience: a reflection about preschool teacher training |
| title_full | Scientific research, practice and experience: a reflection about preschool teacher training |
| title_fullStr | Scientific research, practice and experience: a reflection about preschool teacher training |
| title_full_unstemmed | Scientific research, practice and experience: a reflection about preschool teacher training |
| title_short | Scientific research, practice and experience: a reflection about preschool teacher training |
| title_sort | scientific research practice and experience a reflection about preschool teacher training |
| topic | conocimiento científico práctica formativa educador infantil reflexión saber pedagógico formación de maestros scientific knowledge pre-service training preschool teacher reflection pedagogical knowledge teacher training |
| url | https://revistas.uan.edu.co/index.php/papeles/article/view/835 https://repositorio.uan.edu.co/handle/123456789/10999 |
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