curricular innovation in the university
The 21st century sets out new challenges to universities and university professors,who have to debate on the quality of education, the requirements on the teaching and learning, and the proposed curricula for the professional and disciplinary training in the university. In this context, research gro...
| Main Authors: | , , , |
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2013
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2651 |
| _version_ | 1802223959388717056 |
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| author | Callejas Restrepo, María Mercedes Gómez Gómez, Leonor Gutiérrez, Martha Cecilia Pardo Novoa, Alberto |
| author_facet | Callejas Restrepo, María Mercedes Gómez Gómez, Leonor Gutiérrez, Martha Cecilia Pardo Novoa, Alberto |
| author_sort | Callejas Restrepo, María Mercedes |
| collection | OJS |
| description | The 21st century sets out new challenges to universities and university professors,who have to debate on the quality of education, the requirements on the teaching and learning, and the proposed curricula for the professional and disciplinary training in the university. In this context, research groups from four Colombian universities have developed a project in order to articulate therelationshipswithin the training of university professors, through the research of their practices and processes of curricular innovation. With such a goal the conformation of pedagogical collectives is promoted, and a reflective process about their pedagogical styles is generated (Callejas&,Corredor, 2002). Action research as a methodology and strategy of professional evelopment is proposed (McKernan, 1999), observation-reflection, planning-action, and then back to observation-reflection.Video recordings of classes, individual and group observation of the recordings, and individual and group interviews that favor reflection processes about the dimensions of the pedagogical style are performed. The analysis of the practice is guided by a complex, investigative and comprehensive vision of the curriculum that articulates theory and practice. The critical recognition that teachers do about their own pedagogical style favors the evolution of their ideas and guides them to start a process of curricular innovation. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-2651 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2013 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-26512019-02-26T14:54:40Z curricular innovation in the university La reflexión sobre los estilos pedagógicos y la innovación curricular en la universidad La réflexion à propos des styles pédagogiques et l’innovation du curriculum à l’université A reflexão sobre os estilos pedagógicos e a inovação curricular na universidade Callejas Restrepo, María Mercedes Gómez Gómez, Leonor Gutiérrez, Martha Cecilia Pardo Novoa, Alberto curricular innovation pedagogical styles reflection action research university. innovación curricular estilos pedagógicos reflexión investigación-acción universidad. innovation du curriculum styles pédagogiques réflexion recherche-action université. inovação curricular estilos pedagógicos reflexão pesquisa-ação universidade. The 21st century sets out new challenges to universities and university professors,who have to debate on the quality of education, the requirements on the teaching and learning, and the proposed curricula for the professional and disciplinary training in the university. In this context, research groups from four Colombian universities have developed a project in order to articulate therelationshipswithin the training of university professors, through the research of their practices and processes of curricular innovation. With such a goal the conformation of pedagogical collectives is promoted, and a reflective process about their pedagogical styles is generated (Callejas&,Corredor, 2002). Action research as a methodology and strategy of professional evelopment is proposed (McKernan, 1999), observation-reflection, planning-action, and then back to observation-reflection.Video recordings of classes, individual and group observation of the recordings, and individual and group interviews that favor reflection processes about the dimensions of the pedagogical style are performed. The analysis of the practice is guided by a complex, investigative and comprehensive vision of the curriculum that articulates theory and practice. The critical recognition that teachers do about their own pedagogical style favors the evolution of their ideas and guides them to start a process of curricular innovation. El siglo XXI plantea nuevos retos a las universidades y en el debate por la calidad de la educación hay exigencias para los profesores universitarios sobre la enseñanza y el aprendizaje de los saberes y los currículos propuestos para la formación profesional y disciplinar en la universidad. En este marco, grupos de investigación pertenecientes a cuatro universidades colombianas, han desarrollado un proyecto con el propósito de articular las relaciones entre la formación de profesoresuniversitarios a través de la investigación de sus prácticas y los procesos de innovación curricular, para lo cual se promueve la conformación de colectivos pedagógicos y se genera un proceso reflexivo sobre sus estilos pedagógicos (Callejas &amp, Corredor, 2002). La investigación-acciónse propone como metodología y estrategia de desarrollo profesional (McKernan, 1999) con sus fases de observación-reflexión, planeación-acción y, de nuevo, observación-reflexión. Se realizan grabaciones en video de clases, observación individual y en colectivo de las grabaciones, entrevistas individuales y de grupo que favorecen procesos de reflexión sobre las dimensiones del estilo pedagógico. El análisis de la práctica, está orientado por una visión compleja, investigativa e integral del currículo que articula la teoría y la práctica. El reconocimiento crítico que hacen los profesores del propio estilo pedagógico favorece la evolución de sus concepciones y les orienta para iniciar un proceso de innovación curricular. Le XXIème siècle propose de nouveaux défis aux universités et, dans le débat pour la qualité de l’éducation, il y a des exigences pour les professeurs universitaires à propos de l’enseignement et de l’apprentissage des savoirs et des curriculums proposés pour la formation professionnelle et disciplinaire à l’université. Dans ce contexte, des groupes de recherche appartenant á quatre universités colombiennes, ont développé un projet ayant pour but d’articuler les relations entre la formation des professeurs universitaire, au moyen de la recherche sur les pratiques et les processus d’innovation du curriculum, par laquelle la formation de collectifs pédagogiques est favorisée et un processus réflexif á propos des styles pédagogiques est généré (Callejas &, Corredor, 2002). La recherche-action est proposée comme une méthode et une stratégie de éveloppement professionnel (McKernan, 1999) avec ses phases d’observation-réflexion, planificationaction et, à nouveau observation-réflexion. Des enregistrements de vidéos de classes sont réalisés, ainsi que des observations individuelles et collectives des enregistrements, des entrevues individuelles et groupales qui favorisent les processus de réflexion à propos des dimensions du style pédagogique. L’analyse de la pratique est orientée vers une vision complexe, de recherche et intégrale du curriculum qui articule la théorie et la pratique. La reconnaissance critique que font les professeurs du propre style pédagogique favorise l’évolution de leurs conceptions et les oriente pour démarrer un processus d’innovation du curriculum. O século XXI põe novos desafios às universidades e no debate pela qualidade da educação há exigências para os professores universitários sobre o ensino e a aprendizagem dos saberes e currículos propostos para a formação profissional e disciplinar na universidade. Neste palco, grupos de pesquisa de quatro universidades colombianas têm desenvolvido um projeto com o intuito de articular as relações entre a formação de professores universitários a través da pesquisa das suas práticas e os processos de inovação curricular, e para isso se promove a constituição de coletivos pedagógicos e se gera um processo reflexivo sobre os seus estilos pedagógicos (Callejas &, Corredor, 2002). A pesquisa-ação se propõe como metodologia e estratégia de desenvolvimento profissional (McKerman, 1999) com suas fases de observação-reflexão, planejamentoação e, de novo, observação-reflexão. Realizam-se gravações de aulas em vídeo, observação individual e em coletivo das gravações, entrevistas individuais e de grupo que favorecem processo de reflexão sobre as dimensões do estilo pedagógico. A análise da prática está orientada por uma visão complexa, investigativa e integral do currículo que articula a teoria e a prática. O reconhecimento crítico que fazem os professores do seu próprio estilo pedagógico favorece a evolução das suas concepções e lhes orienta para iniciar um processo de inovação curricular. Universidad Pedagógica y Tecnológica de Colombia 2013-07-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2651 10.19053/22160159.2651 Praxis & Saber; Vol. 4 No. 8 (2013): Pedagogía y curriculo; 41 - 61 Praxis & Saber; Vol. 4 Núm. 8 (2013): Pedagogía y curriculo; 41 - 61 Praxis & Saber; Vol. 4 No 8 (2013): Pedagogía y curriculo; 41 - 61 Praxis & Saber; V. 4 N. 8 (2013): Pedagogía y curriculo; 41 - 61 Praxis & Saber; v. 4 n. 8 (2013): Pedagogía y curriculo; 41 - 61 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2651/2466 |
| spellingShingle | curricular innovation pedagogical styles reflection action research university. innovación curricular estilos pedagógicos reflexión investigación-acción universidad. innovation du curriculum styles pédagogiques réflexion recherche-action université. inovação curricular estilos pedagógicos reflexão pesquisa-ação universidade. Callejas Restrepo, María Mercedes Gómez Gómez, Leonor Gutiérrez, Martha Cecilia Pardo Novoa, Alberto curricular innovation in the university |
| title | curricular innovation in the university |
| title_alt | La reflexión sobre los estilos pedagógicos y la innovación curricular en la universidad La réflexion à propos des styles pédagogiques et l’innovation du curriculum à l’université A reflexão sobre os estilos pedagógicos e a inovação curricular na universidade |
| title_full | curricular innovation in the university |
| title_fullStr | curricular innovation in the university |
| title_full_unstemmed | curricular innovation in the university |
| title_short | curricular innovation in the university |
| title_sort | curricular innovation in the university |
| topic | curricular innovation pedagogical styles reflection action research university. innovación curricular estilos pedagógicos reflexión investigación-acción universidad. innovation du curriculum styles pédagogiques réflexion recherche-action université. inovação curricular estilos pedagógicos reflexão pesquisa-ação universidade. |
| topic_facet | curricular innovation pedagogical styles reflection action research university. innovación curricular estilos pedagógicos reflexión investigación-acción universidad. innovation du curriculum styles pédagogiques réflexion recherche-action université. inovação curricular estilos pedagógicos reflexão pesquisa-ação universidade. |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/2651 |
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