Convergence Between Theory and Practice in Teacher Training: Analysis of Pre-Professional Practice Classes in a Primary School Training Course in Uruguay
Convergencia entre teoría y práctica en formación docente: Análisis de clases de práctica preprofesional en un curso de magisterio en Uruguay
| 2020 | |
|
teacher training preprofessional practice didactic resources teaching strategies planning formación docente práctica preprofesional recursos didácticos estrategias didácticas planificación |
|
| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
|
https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/1922
https://hdl.handle.net/10895/3975 |
|
| Acceso abierto |
| _version_ | 1815178715937636352 |
|---|---|
| author | Umpiérrez Oroño, Silvia |
| author2 | Cabrera, Delma |
| author2_role | author |
| author_facet | Umpiérrez Oroño, Silvia Cabrera, Delma |
| author_role | author |
| collection | LIBERI |
| dc.creator.none.fl_str_mv | Umpiérrez Oroño, Silvia Cabrera, Delma |
| dc.date.accessioned.none.fl_str_mv | 2023-09-13T12:57:18Z |
| dc.date.available.none.fl_str_mv | 2023-09-13T12:57:18Z |
| dc.date.none.fl_str_mv | 2020-05-21 |
| dc.description.en-US.fl_txt_mv | The theoretical didactic knowledge taught in teacher training institutes must be fully linked to the teaching activities developed in the pre-professional practice of their students. This research addresses the practical component of the Didactics II course of the Primary School Teaching Career, in a group of students from a teacher training institute, with the aim of analyzing the distribution of the disciplinary areas that are incorporated, the structure of the plans and their coherence with the classes actually developed. Through a qualitative study, in which the plans of 20 students and their corresponding teaching practices were analyzed, inequitable distributions of the disciplinary areas planned for the course were identified, as well as planning structures that reflect a conservative design, with little presence of innovative or investigative proposals. Only in 12 cases was there high convergence between what was planned and what was taught. The conclusion is that it is necessary to continue to deepen the analysis of the articulation of theory and practice, addressing institutional and professional aspects of teacher training. |
| dc.description.es-ES.fl_txt_mv | El conocimiento didáctico teórico impartido en los institutos de formación docente debe estar en total vinculación con las actividades de enseñanza desarrolladas en la práctica preprofesional de sus estudiantes. En esta investigación se aborda el componente práctico del curso de Didáctica II de la carrera de Magisterio, en un grupo de estudiantes de un instituto de formación docente, con el objetivo de analizar la distribución de las áreas disciplinares que se incorporan, la estructura de las planificaciones y su coherencia con las clases efectivamente desarrolladas. A través de un estudio cualitativo, en el que se analizaron las planificaciones de 20 estudiantes y sus prácticas de enseñanza correspondientes, se identificaron distribuciones poco equitativas de las áreas disciplinares previstas para el curso, así como estructuras de planificación que reflejan un diseño conservador, con escasa presencia de propuestas innovadoras o investigativas. Solo en 12 casos hubo alta convergencia entre lo planeado y lo efectivamente enseñado. Se concluye que es necesario continuar profundizando en el análisis de la articulación teoría-práctica, abordando aspectos institucionales y profesionales de la formación docente. |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/1922 10.22235/pe.v13i1.1922 |
| dc.identifier.uri.none.fl_str_mv | https://hdl.handle.net/10895/3975 |
| dc.language.iso.none.fl_str_mv | spa |
| dc.publisher.es-ES.fl_str_mv | Universidad Católica del Uruguay |
| dc.relation.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/1922/2089 |
| dc.rights.es-ES.fl_str_mv | Derechos de autor 2020 Páginas de Educación |
| dc.rights.none.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.en-US.fl_str_mv | Páginas de Educación; Vol. 13 No. 1 (2020): Páginas de Educación; 126-145 |
| dc.source.es-ES.fl_str_mv | Páginas de Educación; Vol. 13 Núm. 1 (2020): Páginas de Educación; 126-145 |
| dc.source.none.fl_str_mv | 1688-7468 1688-5287 10.22235/pe.v13i1 reponame:LIBERI instname:Universidad Católica del Uruguay instacron:Universidad Católica del Uruguay |
| dc.source.pt-PT.fl_str_mv | Páginas de Educación ; Vol. 13 N.º 1 (2020): Páginas de Educación; 126-145 |
| dc.subject.en-US.fl_str_mv | teacher training preprofessional practice didactic resources teaching strategies planning |
| dc.subject.es-ES.fl_str_mv | formación docente práctica preprofesional recursos didácticos estrategias didácticas planificación |
| dc.title.none.fl_str_mv | Convergence Between Theory and Practice in Teacher Training: Analysis of Pre-Professional Practice Classes in a Primary School Training Course in Uruguay Convergencia entre teoría y práctica en formación docente: Análisis de clases de práctica preprofesional en un curso de magisterio en Uruguay |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| dc.type.version.none.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | The theoretical didactic knowledge taught in teacher training institutes must be fully linked to the teaching activities developed in the pre-professional practice of their students. This research addresses the practical component of the Didactics II course of the Primary School Teaching Career, in a group of students from a teacher training institute, with the aim of analyzing the distribution of the disciplinary areas that are incorporated, the structure of the plans and their coherence with the classes actually developed. Through a qualitative study, in which the plans of 20 students and their corresponding teaching practices were analyzed, inequitable distributions of the disciplinary areas planned for the course were identified, as well as planning structures that reflect a conservative design, with little presence of innovative or investigative proposals. Only in 12 cases was there high convergence between what was planned and what was taught. The conclusion is that it is necessary to continue to deepen the analysis of the articulation of theory and practice, addressing institutional and professional aspects of teacher training. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | LIBERI_0e645961342c4e74f497aac59cacecbf |
| identifier_str_mv | 10.22235/pe.v13i1.1922 |
| instacron_str | Universidad Católica del Uruguay |
| institution | Universidad Católica del Uruguay |
| instname_str | Universidad Católica del Uruguay |
| language | spa |
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| publishDate | 2020 |
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| repository.mail.fl_str_mv | franco.pertusso@ucu.edu.uy |
| repository.name.fl_str_mv | LIBERI - Universidad Católica del Uruguay |
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| rights_invalid_str_mv | Derechos de autor 2020 Páginas de Educación |
| spelling | Umpiérrez Oroño, SilviaCabrera, Delma2020-05-212023-09-13T12:57:18Z2023-09-13T12:57:18Zhttps://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/192210.22235/pe.v13i1.1922https://hdl.handle.net/10895/3975The theoretical didactic knowledge taught in teacher training institutes must be fully linked to the teaching activities developed in the pre-professional practice of their students. This research addresses the practical component of the Didactics II course of the Primary School Teaching Career, in a group of students from a teacher training institute, with the aim of analyzing the distribution of the disciplinary areas that are incorporated, the structure of the plans and their coherence with the classes actually developed. Through a qualitative study, in which the plans of 20 students and their corresponding teaching practices were analyzed, inequitable distributions of the disciplinary areas planned for the course were identified, as well as planning structures that reflect a conservative design, with little presence of innovative or investigative proposals. Only in 12 cases was there high convergence between what was planned and what was taught. The conclusion is that it is necessary to continue to deepen the analysis of the articulation of theory and practice, addressing institutional and professional aspects of teacher training. El conocimiento didáctico teórico impartido en los institutos de formación docente debe estar en total vinculación con las actividades de enseñanza desarrolladas en la práctica preprofesional de sus estudiantes. En esta investigación se aborda el componente práctico del curso de Didáctica II de la carrera de Magisterio, en un grupo de estudiantes de un instituto de formación docente, con el objetivo de analizar la distribución de las áreas disciplinares que se incorporan, la estructura de las planificaciones y su coherencia con las clases efectivamente desarrolladas. A través de un estudio cualitativo, en el que se analizaron las planificaciones de 20 estudiantes y sus prácticas de enseñanza correspondientes, se identificaron distribuciones poco equitativas de las áreas disciplinares previstas para el curso, así como estructuras de planificación que reflejan un diseño conservador, con escasa presencia de propuestas innovadoras o investigativas. Solo en 12 casos hubo alta convergencia entre lo planeado y lo efectivamente enseñado. Se concluye que es necesario continuar profundizando en el análisis de la articulación teoría-práctica, abordando aspectos institucionales y profesionales de la formación docente.application/pdfspaUniversidad Católica del Uruguayhttps://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/1922/2089Derechos de autor 2020 Páginas de Educacióninfo:eu-repo/semantics/openAccessPáginas de Educación; Vol. 13 No. 1 (2020): Páginas de Educación; 126-145Páginas de Educación; Vol. 13 Núm. 1 (2020): Páginas de Educación; 126-145Páginas de Educación ; Vol. 13 N.º 1 (2020): Páginas de Educación; 126-1451688-74681688-528710.22235/pe.v13i1reponame:LIBERIinstname:Universidad Católica del Uruguayinstacron:Universidad Católica del Uruguayteacher trainingpreprofessional practicedidactic resourcesteaching strategiesplanningformación docentepráctica preprofesionalrecursos didácticosestrategias didácticasplanificaciónConvergence Between Theory and Practice in Teacher Training: Analysis of Pre-Professional Practice Classes in a Primary School Training Course in UruguayConvergencia entre teoría y práctica en formación docente: Análisis de clases de práctica preprofesional en un curso de magisterio en Uruguayinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersion10895/39752023-09-13 09:57:19.012oai:liberi.ucu.edu.uy:10895/3975Universidadhttps://www.ucu.edu.uy/https://liberi.ucu.edu.uy/oai/requestfranco.pertusso@ucu.edu.uyUruguayopendoar:103422023-09-13T12:57:19LIBERI - Universidad Católica del Uruguayfalse |
| spellingShingle | Convergence Between Theory and Practice in Teacher Training: Analysis of Pre-Professional Practice Classes in a Primary School Training Course in Uruguay Umpiérrez Oroño, Silvia teacher training preprofessional practice didactic resources teaching strategies planning formación docente práctica preprofesional recursos didácticos estrategias didácticas planificación |
| status_str | publishedVersion |
| title | Convergence Between Theory and Practice in Teacher Training: Analysis of Pre-Professional Practice Classes in a Primary School Training Course in Uruguay |
| title_full | Convergence Between Theory and Practice in Teacher Training: Analysis of Pre-Professional Practice Classes in a Primary School Training Course in Uruguay |
| title_fullStr | Convergence Between Theory and Practice in Teacher Training: Analysis of Pre-Professional Practice Classes in a Primary School Training Course in Uruguay |
| title_full_unstemmed | Convergence Between Theory and Practice in Teacher Training: Analysis of Pre-Professional Practice Classes in a Primary School Training Course in Uruguay |
| title_short | Convergence Between Theory and Practice in Teacher Training: Analysis of Pre-Professional Practice Classes in a Primary School Training Course in Uruguay |
| title_sort | Convergence Between Theory and Practice in Teacher Training: Analysis of Pre-Professional Practice Classes in a Primary School Training Course in Uruguay |
| topic | teacher training preprofessional practice didactic resources teaching strategies planning formación docente práctica preprofesional recursos didácticos estrategias didácticas planificación |
| url | https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/1922 https://hdl.handle.net/10895/3975 |
