Systemic Model of Educational Teacher Knowledge: Teacher Collaboration as the Main Key

Models for understanding teacher knowledge do not consider the possibility of teachers themselves generating it. The model of Verástegui and Úbeda (2022) has developed in response to the need to overcome this limitation, which it does by including teacher agency as a key element for understanding te...

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Detalles Bibliográficos
Autores: Martínez Verástegui, Macarena, Manso Ayuso, Jesús, Gómez Ubeda, Jorge
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Institución:Universidad Autónoma de Madrid
Repositorio:Biblos-e Archivo. Repositorio Institucional de la UAM
Idioma:español
OAI Identifier:oai:repositorio.uam.es:10486/714795
Acceso en línea:http://hdl.handle.net/10486/714795
https://dx.doi.org/10.17583/qre.11384
Access Level:acceso abierto
Palabra clave:observation
pedagogical content knowledge
reflection
teacher collaboration
teacher transfer
Educación
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spelling Systemic Model of Educational Teacher Knowledge: Teacher Collaboration as the Main KeyModelo Sistémico de Conocimiento Educativo Docente: la Colaboración del Profesorado como Clave PrincipalMartínez Verástegui, MacarenaManso Ayuso, JesúsGómez Ubeda, Jorgeobservationpedagogical content knowledgereflectionteacher collaborationteacher transferEducaciónModels for understanding teacher knowledge do not consider the possibility of teachers themselves generating it. The model of Verástegui and Úbeda (2022) has developed in response to the need to overcome this limitation, which it does by including teacher agency as a key element for understanding teacher knowledge. The aim of this research is to define the degree of operationalisation of the Systemic Model of Educational Teacher Knowledge, using a qualitative methodology comprising discourse analysis of a semi-structured interview and focus groups with a total of 25 teachers. The main findings show that the model is comprehensible to teachers, it partially approximates their experience, and it incorporates new elements for understanding the nature of the concept. Consequently, this research makes it possible to overcome some dichotomies in the conceptualization of educational teacher knowledge and incorporate collaborative dynamics into its comprehension and generation. Finally, updates to the model are suggested, highlighting the inclusion of three elements of pedagogical content knowledge – personal, enacted, and collective – and new research lines are proposed to validate its capacity for researching the object of study.Los modelos de comprensión sobre el concepto de conocimiento docente no incluyen la posibilidad de su generación por parte del propio profesorado. El modelo de Verástegui y Úbeda (2022) surge con la necesidad de superar esta limitación y lo hace introduciendo la agencia como un elemento clave en su comprensión. El objetivo de esta investigación es definir el grado de operatividad del modelo de conocimiento educativo docente, siguiendo una metodología cualitativa, a través del análisis del discurso, mediante la entrevista semiestructurada y los grupos de discusión, participando un total de 25 docentes. Los principales hallazgos mantienen que el modelo es inteligible para el profesorado, que se aproxima parcialmente a su realidad y que incorpora nuevos elementos de comprensión sobre la naturaleza del concepto. Así, permite superar planteamientos dicotómicos en su conceptualización e incorpora las dinámicas de colaboración en la comprensión del conocimiento del profesorado y su generación. Por último, se proponen algunas actualizaciones sobre el modelo, destacando, la incorporación de los tres componentes del PCK: personal, enacted y collective, y nuevas líneas de investigación que permitan validar el modelo en su capacidad de investigar el objeto de estudioHipatia pressDepartamento de PedagogíaFacultad de Formación de Profesorado y Educación20232023-06-28research articlehttp://purl.org/coar/resource_type/c_2df8fbb1VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10486/714795https://dx.doi.org/10.17583/qre.11384reponame:Biblos-e Archivo. Repositorio Institucional de la UAMinstname:Universidad Autónoma de MadridEspañolspaopen accesshttp://purl.org/coar/access_right/c_abf2Attribution 4.0 Internationalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:repositorio.uam.es:10486/7147952026-06-23T12:46:27Z
dc.title.none.fl_str_mv Systemic Model of Educational Teacher Knowledge: Teacher Collaboration as the Main Key
Modelo Sistémico de Conocimiento Educativo Docente: la Colaboración del Profesorado como Clave Principal
title Systemic Model of Educational Teacher Knowledge: Teacher Collaboration as the Main Key
spellingShingle Systemic Model of Educational Teacher Knowledge: Teacher Collaboration as the Main Key
Martínez Verástegui, Macarena
observation
pedagogical content knowledge
reflection
teacher collaboration
teacher transfer
Educación
title_short Systemic Model of Educational Teacher Knowledge: Teacher Collaboration as the Main Key
title_full Systemic Model of Educational Teacher Knowledge: Teacher Collaboration as the Main Key
title_fullStr Systemic Model of Educational Teacher Knowledge: Teacher Collaboration as the Main Key
title_full_unstemmed Systemic Model of Educational Teacher Knowledge: Teacher Collaboration as the Main Key
title_sort Systemic Model of Educational Teacher Knowledge: Teacher Collaboration as the Main Key
dc.creator.none.fl_str_mv Martínez Verástegui, Macarena
Manso Ayuso, Jesús
Gómez Ubeda, Jorge
author Martínez Verástegui, Macarena
author_facet Martínez Verástegui, Macarena
Manso Ayuso, Jesús
Gómez Ubeda, Jorge
author_role author
author2 Manso Ayuso, Jesús
Gómez Ubeda, Jorge
author2_role author
author
dc.contributor.none.fl_str_mv Departamento de Pedagogía
Facultad de Formación de Profesorado y Educación
dc.subject.none.fl_str_mv observation
pedagogical content knowledge
reflection
teacher collaboration
teacher transfer
Educación
topic observation
pedagogical content knowledge
reflection
teacher collaboration
teacher transfer
Educación
description Models for understanding teacher knowledge do not consider the possibility of teachers themselves generating it. The model of Verástegui and Úbeda (2022) has developed in response to the need to overcome this limitation, which it does by including teacher agency as a key element for understanding teacher knowledge. The aim of this research is to define the degree of operationalisation of the Systemic Model of Educational Teacher Knowledge, using a qualitative methodology comprising discourse analysis of a semi-structured interview and focus groups with a total of 25 teachers. The main findings show that the model is comprehensible to teachers, it partially approximates their experience, and it incorporates new elements for understanding the nature of the concept. Consequently, this research makes it possible to overcome some dichotomies in the conceptualization of educational teacher knowledge and incorporate collaborative dynamics into its comprehension and generation. Finally, updates to the model are suggested, highlighting the inclusion of three elements of pedagogical content knowledge – personal, enacted, and collective – and new research lines are proposed to validate its capacity for researching the object of study.
publishDate 2023
dc.date.none.fl_str_mv 2023
2023-06-28
dc.type.none.fl_str_mv research article
http://purl.org/coar/resource_type/c_2df8fbb1
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10486/714795
https://dx.doi.org/10.17583/qre.11384
url http://hdl.handle.net/10486/714795
https://dx.doi.org/10.17583/qre.11384
dc.language.none.fl_str_mv Español
spa
language_invalid_str_mv Español
language spa
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Hipatia press
publisher.none.fl_str_mv Hipatia press
dc.source.none.fl_str_mv reponame:Biblos-e Archivo. Repositorio Institucional de la UAM
instname:Universidad Autónoma de Madrid
instname_str Universidad Autónoma de Madrid
reponame_str Biblos-e Archivo. Repositorio Institucional de la UAM
collection Biblos-e Archivo. Repositorio Institucional de la UAM
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.81155

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