La enseñanza responsiva y la reflexión sobre la práctica: una propuesta para la formación inicial de maestros de educación infantil
Responsive teaching and reflection on practice can contribute to the training of competent teachers, guiding students in the process of knowledge construction. On this premise, we present design-based research, with the aim of analyzing the educational interactions between future early childhood tea...
| Autores: | , , |
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| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | UVic-UCC |
| Repositorio: | RiUVic. Repositori institucional de la UVic-UCC |
| OAI Identifier: | oai:dspace.uvic.cat:10854/8262 |
| Acceso en línea: | http://hdl.handle.net/10854/8262 https://doi.org/10.2307/jj.13286050.48. |
| Access Level: | acceso abierto |
| Palabra clave: | Mestres d'educació infantil Educació infantil Interacció educativa Professors -- Formació |
| Sumario: | Responsive teaching and reflection on practice can contribute to the training of competent teachers, guiding students in the process of knowledge construction. On this premise, we present design-based research, with the aim of analyzing the educational interactions between future early childhood teachers and 5-year-old boys and girls in real contexts of practice, and to contrast this analysis with their perception of and reflection on their teaching practice. For this, we made direct observations with a validated Classroom Assessment and Scoring System (CLASS) instrument, conducted a survey based on the same instrument, and analyzed the reflections of future teachers in their portfolios. The results of the observations show frequent use of emotional support strategies, less frequent use of strategies for organizing sessions, and occasional use of pedagogical support strategies. The reflections of the future teachers show difficulties in planning activities and reshaping them on the go to adapt to student needs, as well as a limited capacity to reflect critically on their own practice. All of this points to the need for action in initial training to improve the professional development of future teachers based on a responsible, committed educational relationship and reflective learning. |
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