Making sense about teacher education and professionalization of high school and undergraduate teachers at UNAM
DOI:
https://doi.org/10.5944/reec.41.2022.27870Keywords:
Higher education, Teacher education, Teaching personnel, Social interactions, BeliefAgencies:
Coordinación de Desarrollo Educativo e Innovación CurricularAbstract
Introduction: Investigating the role of teachers in university education as main actors involved in educational processes that occur in classrooms has been decades. Teaching work is complex because it is crossed by different factors that mediate its actions and decisions. Teachers adopt different positions that are opposed, reaffirmed and negotiated in interactions with their peers and students. Method: The present work is a qualitative study that aims to show the acts of meaning (Wenger, 2001; Bruner, 1990) that some high school and undergraduate teachers of the National Autonomous University of Mexico (UNAM) construct about the teaching and professional university training according to relationships with other teachers and students. Results: Participations in eight focus groups based on the various discursive resources used were analyzed, giving rise to specific ways of conceiving teaching and teacher training. Conclusion: Among the main conclusions is that the meanings about teaching and teacher training are understood as qualities and movements in the relationships between the actors involved in educational practices. The monological approach accounts for three fundamental meanings: that of contentious teaching, the idealized and the one centered on didactics; while the dialogical approach is built in movements of three types: collaborative, reflective and inclusive teaching.
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