La práctica profesional docente y su compleja red de subsistemas vinculados. Un ámbito de co-formación

Detalles Bibliográficos
Publicado en:	Clio & Asociados. No. 26 (2018),70-82. Ensenada : Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. Departamento de Historia ; Universidad Nacional del Litoral. Facultad de Humanidades y Ciencias. Departamento de Historia, 2018 Artículos
Autor Principal:	Verstraete, María Ana
Formato:	Artículo
Temas:	Práctica profesional docente Subsistemas Co-formación Núcleos problematizadores Teacher's professional practice Subsystems Co-formation Problematizing cores
Acceso en línea:	https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.9074/pr.9074.pdf
Resumen:	La Práctica Profesional Docente está constituida por una compleja red de subsistemas vinculados que entran en juego en los trayectos de Residencia de un modo dinámico y articulado. Subsistemas que operan desde el interior y que hacen al dominio de conocimientos disciplinares, pedagógicos, didácticos y tecnológicos (dimensión interna); y la proyección de los mismos hacia el exterior en la puesta en acto en situaciones concretas de enseñanza. Cada uno de estos posee problemáticas particulares que deben ser identificadas para comprender los nuevos paradigmas a los que deberán enfrentarse los futuros docentes. De allí que los espacios de Práctica Profesional deben ser trayectos de formación que contribuyan a la adquisición de competencias, que allanen los núcleos problematizadores que cada uno de los subsistemas contienen y que colaboren con la formación de profesionales reflexivos, capaces de dar respuestas a los desafíos laborales. Sin embargo, esto solo es posible a través de prácticas co-formativas con los diferentes actores que intervienen en el proceso de formación inicial. Prácticas de co-formación que colaboran con el desarrollo de mejores prácticas, más certeras y prudentes Teacher's professional practice is made up of a complex network of subsystems which play an essential role when getting started in the working environment in a dynamic and articulated way. These subsystems operate from the inside and contribute to the dominion of disciplinary, pedagogic, didactic and technological knowledge. They also contribute to the display of these types of knowledge when early graduated students have to face concrete situations of teaching. Each of these types of knowledge has particular problems that need to be identified in order to understand new paradigms that future teachers will have to face. Because of this, a professional practice should be considered as an environment in which knowledge that contributes to the acquisition of competences is gained. These types of knowledge will also help in the solution of problems that each subsystem has, as well as in the training of professionals who need to be capable of giving answers to working challenges. However, this can only be possible if co-formative practices that involve the intervention of different actors are taken into account. These co-formative practices should cooperate with the development of more certain and prudent practices
Descripción Física:	p.70-82
ISSN:	ISSN 1853-3124

https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.9074/pr.9074.pdf

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La práctica profesional docente y su compleja red de subsistemas vinculados. Un ámbito de co-formación

https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.9074/pr.9074.pdf

Consultar en el catálogo de Biblioteca FaHCE

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