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Conceptualizing as Regards Educational Change and Pedagogical Knowledge: How Novice Teacher-Researchers’ Proposals Illustrate this Relationship
Conceptualizando acerca del cambio en la educación y el conocimiento pedagógico: cómo las propuestas de profesores-investigadores principiantes ilustran esta relación
Keywords:
Educational change, pedagogical knowledge, pedagogical innovation, teacher research (en)Cambio educacional, conocimiento pedagógico, innovación pedagógica, investigación por profesores (es)
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concerning pedagogical knowledge are present throughout the manuscript. We focus on the conceptualizations of change resulting from experiential and academic knowledge. Our shared perspectives as a teacher educator and a student teacher from which to see teaching, learning, language, and literacy are also at the core of the discussion. We complement our discussion with theoretical information from specialized sources and practical experiences that have taken the shape of thesis and monograph projects. In them, we looked at reflections and questions about language and literacy in pedagogical practices, alternatives for school life experiences, the balance between theory and practice in educational contexts, and the social dimension of knowledge.
Este artículo contiene la relación entre los conceptos de cambio, transformación e innovación relacionados con el conocimiento pedagógico. Nos concentramos en las conceptualizaciones de cambio resultantes del conocimiento experiencial y académico. La enseñanza, el aprendizaje, el lenguaje y la lectoescritura son vistas desde nuestras perspectivas compartidas como formador de educadores y docente principiante. Complementamos estas discusiones con información teórica y experiencias prácticas que han tomado la forma de tesis y monografías. En éstas, miramos el proceso de reflexión, el proceso de indagación acerca de lenguaje y lectura y escritura en prácticas pedagógicas, alternativas para experiencias de vida escolar, balance entre teoría y práctica en contextos educacionales y la dimensión social de conocimiento.
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Copyright (c) 2006 Carolina Piñeros Pedraza, Álvaro Quintero Polo
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