Continuing training spaces for the teaching of written language
This article presents the result of the background analysis for the research project Significant spaces in continuing training of in-service teachers regarding practices in the teaching of written language: alternatives from the perspective of Communities of Practice. These spaces highlight the impo...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2019
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9319 |
| _version_ | 1801706448740155392 |
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| author | Arandia Rodríguez, Sandra Cecilia Díaz Chaves, Sandra Milena |
| author_facet | Arandia Rodríguez, Sandra Cecilia Díaz Chaves, Sandra Milena |
| author_sort | Arandia Rodríguez, Sandra Cecilia |
| collection | OJS |
| description | This article presents the result of the background analysis for the research project Significant spaces in continuing training of in-service teachers regarding practices in the teaching of written language: alternatives from the perspective of Communities of Practice. These spaces highlight the importance of continuing formation models for in-service teachers, their characteristics and specificities. In this respect, particular emphasis is placed on communities of learning and practice, as well as on constructivist, behavioral, and cognitive approaches, in order to visualize the perspectives and conceptions of teachers regarding the teaching of written language. It follows from this research process that it is important to revise such spaces to support transformation of practices in the teaching of written language. Likewise, it is necessary to find those considering contexts, experiences, skills, and knowledge, which can be geared towards the collective construction of knowledge and meaning. Pedagogical work, particularly the teaching of written language, is thus enhanced as a social practice, since it uses students’ previous knowledge and hypotheses as a basis |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-9319 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2019 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-93192021-07-13T04:19:42Z Continuing training spaces for the teaching of written language Los espacios de formación continua respecto a la enseñanza de lengua escrita Les espaces de formation continue pour l’enseignement de la langue écrite Os espaços de formação contínua respeito ao ensino da língua escrita Arandia Rodríguez, Sandra Cecilia Díaz Chaves, Sandra Milena continuing training of in-service teachers communities of practice communities of learning teaching-learning processes written language constructivist approach behaviorist approach cognitive approach formación continua de docentes en ejercicio comunidades de práctica comunidades de aprendizaje procesos de enseñanza-aprendizaje lengua escrita enfoque constructivista enfoque conductista enfoque cognitivo formation continue des enseignants en fonction communautés de pratique communautés d’apprentissage processus d’enseignement-apprentissage langue écrite approche constructiviste approche comportementale approche cognitive formação continua de docentes em exercício comunidades de prática comunidades de aprendizagem processos de ensino-aprendizagem língua escrita enfoque construtivista enfoque behaviorista enfoque cognitivo This article presents the result of the background analysis for the research project Significant spaces in continuing training of in-service teachers regarding practices in the teaching of written language: alternatives from the perspective of Communities of Practice. These spaces highlight the importance of continuing formation models for in-service teachers, their characteristics and specificities. In this respect, particular emphasis is placed on communities of learning and practice, as well as on constructivist, behavioral, and cognitive approaches, in order to visualize the perspectives and conceptions of teachers regarding the teaching of written language. It follows from this research process that it is important to revise such spaces to support transformation of practices in the teaching of written language. Likewise, it is necessary to find those considering contexts, experiences, skills, and knowledge, which can be geared towards the collective construction of knowledge and meaning. Pedagogical work, particularly the teaching of written language, is thus enhanced as a social practice, since it uses students’ previous knowledge and hypotheses as a basis El artículo presenta el resultado del análisis de antecedentes de la investigación Espacios significativos en la formación continua de docentes en ejercicio en torno a las prácticas de enseñanza de la lengua escrita: alternativas desde la perspectiva de las comunidades de práctica, los cuales sirven para visibilizar la importancia de modelos de formación continua de docentes en ejercicio, sus características y particularidades. En este sentido, se hace un énfasis en las comunidades de aprendizaje y las comunidades de práctica, así como en los enfoques constructivista, conductista y cognitivo, para visibilizar las perspectivas y concepciones de los docentes con respecto a la enseñanza de la lengua escrita. De este proceso de indagación, se infiere que, para que surja la transformación de las prácticas de enseñanza de la lengua escrita, es importante replantear los espacios y buscar aquellos donde se permita tener en cuenta el contexto, las experiencias, las habilidades y los saberes, con el fin de encaminarlos a la construcción colectiva de conocimiento y significado, y así fortalecer el quehacer pedagógico, en particular la enseñanza de la lengua escrita, como una práctica social, al partir de hipótesis y conocimientos previos del estudiante Cet article présente le résultat de l’analyse contextuelle du projet de recherche Des espaces importants dans la formation continue des enseignants en fonction concernant les pratiques d’enseignement de la langue écrite : des alternatives dans la perspective des communautés de pratique. Ces espaces soulignent l’importance de modèles de formation continue des enseignants en fonction, leurs caractéristiques et particularités. À cet égard, un accent particulier est mis sur les communautés d’apprentissage et de pratique, ainsi que sur les approches constructiviste, comportementale, et cognitive afin de visualiser les points de vue et les conceptions des enseignants quant à l’enseignement de la langue écrite. Il résulte de ce processus de recherche qu’il est important de repenser les espaces pour favoriser la transformation des pratiques d’enseignement de la langue écrite. De même, il est nécessaire de trouver ceux prenant en compte les contextes, les expériences, les compétences, et les savoirs, et qui peuvent être orientés vers la construction collective du savoir et de la signification. Le travail pédagogique, particulièrement l’enseignement de la langue écrite, est ainsi renforcé en tant que pratique sociale, étant donné qu’il utilise comme base des hypothèses et des connaissances préalables de l’étudiant O artigo apresenta o resultado da análise de antecedentes da pesquisa Espaços significativos na formação contínua de docentes em exercício em torno às práticas de ensino da língua escrita: alternativas desde a perspectiva das comunidades de prática, os quais servem para visibilizar a importância de modelos de formação continua de docentes em exercício, suas características e particularidades. Neste sentido, se faz uma ênfase nas comunidades de aprendizagem e as de prática, assim como nos enfoques construtivista, behaviorista e cognitivo, para visibilizar as perspectivas e concepções dos docentes com respeito ao ensino da língua escrita. Deste processo de indagação, se infere que, para que surja a transformação das práticas de ensino da língua escrita, é importante reformular os espaços e procurar aqueles onde se permita ter em conta o contexto, as experiências, as habilidades e os saberes com a finalidade de encaminhá-los à construção coletiva de conhecimento e significado, e assim fortalecer o afazer pedagógico, em particular o ensino da língua escrita, como uma prática social, a partir de hipótese e conhecimentos prévios do estudante Universidad Pedagógica y Tecnológica de Colombia 2019-04-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/xml text/html application/zip https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9319 10.19053/22160159.v10.n22.2019.9319 Praxis & Saber; Vol. 10 No. 22 (2019): Maestro, didáctica y formación; 247 - 270 Praxis & Saber; Vol. 10 Núm. 22 (2019): Maestro, didáctica y formación; 247 - 270 Praxis & Saber; Vol. 10 No 22 (2019): Maestro, didáctica y formación; 247 - 270 Praxis & Saber; V. 10 N. 22 (2019): Maestro, didáctica y formación; 247 - 270 Praxis & Saber; v. 10 n. 22 (2019): Maestro, didáctica y formación; 247 - 270 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9319/7742 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9319/8923 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9319/8960 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9319/9025 Derechos de autor 2019 Sandra Cecilia Arandia Rodríguez, Sandra Milena Díaz Chaves; Natalia Cañizalez Mesa |
| spellingShingle | continuing training of in-service teachers communities of practice communities of learning teaching-learning processes written language constructivist approach behaviorist approach cognitive approach formación continua de docentes en ejercicio comunidades de práctica comunidades de aprendizaje procesos de enseñanza-aprendizaje lengua escrita enfoque constructivista enfoque conductista enfoque cognitivo formation continue des enseignants en fonction communautés de pratique communautés d’apprentissage processus d’enseignement-apprentissage langue écrite approche constructiviste approche comportementale approche cognitive formação continua de docentes em exercício comunidades de prática comunidades de aprendizagem processos de ensino-aprendizagem língua escrita enfoque construtivista enfoque behaviorista enfoque cognitivo Arandia Rodríguez, Sandra Cecilia Díaz Chaves, Sandra Milena Continuing training spaces for the teaching of written language |
| title | Continuing training spaces for the teaching of written language |
| title_alt | Los espacios de formación continua respecto a la enseñanza de lengua escrita Les espaces de formation continue pour l’enseignement de la langue écrite Os espaços de formação contínua respeito ao ensino da língua escrita |
| title_full | Continuing training spaces for the teaching of written language |
| title_fullStr | Continuing training spaces for the teaching of written language |
| title_full_unstemmed | Continuing training spaces for the teaching of written language |
| title_short | Continuing training spaces for the teaching of written language |
| title_sort | continuing training spaces for the teaching of written language |
| topic | continuing training of in-service teachers communities of practice communities of learning teaching-learning processes written language constructivist approach behaviorist approach cognitive approach formación continua de docentes en ejercicio comunidades de práctica comunidades de aprendizaje procesos de enseñanza-aprendizaje lengua escrita enfoque constructivista enfoque conductista enfoque cognitivo formation continue des enseignants en fonction communautés de pratique communautés d’apprentissage processus d’enseignement-apprentissage langue écrite approche constructiviste approche comportementale approche cognitive formação continua de docentes em exercício comunidades de prática comunidades de aprendizagem processos de ensino-aprendizagem língua escrita enfoque construtivista enfoque behaviorista enfoque cognitivo |
| topic_facet | continuing training of in-service teachers communities of practice communities of learning teaching-learning processes written language constructivist approach behaviorist approach cognitive approach formación continua de docentes en ejercicio comunidades de práctica comunidades de aprendizaje procesos de enseñanza-aprendizaje lengua escrita enfoque constructivista enfoque conductista enfoque cognitivo formation continue des enseignants en fonction communautés de pratique communautés d’apprentissage processus d’enseignement-apprentissage langue écrite approche constructiviste approche comportementale approche cognitive formação continua de docentes em exercício comunidades de prática comunidades de aprendizagem processos de ensino-aprendizagem língua escrita enfoque construtivista enfoque behaviorista enfoque cognitivo |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9319 |
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