Entornos de aprendizaje para el desarrollo profesional docente

Amparo Fernández March

doi:10.4995/redu.2020.13145

Autores/as

Amparo Fernández March Universitat Politècnica de València

DOI:

https://doi.org/10.4995/redu.2020.13145

Palabras clave:

desarrollo profesional, profesionalidad académica, patrones de aprendizaje de los profesores, práctica basada en la evidencia, revisión de pares, escritura reflexiva, portafolio docente, desarrollo educativo

Resumen

El avance en la práctica del desarrollo educativo en el contexto de la Educación Superior en el Estado español, exige una mirada diferente. Desde esta perspectiva, este artículo plantea una aproximación en la que se toman como referencia, por una parte, algunos de los modelos teórico-empíricos más relevantes relacionados con las fases del desarrollo profesional y las características que las describen, y por otra, los tipos de patrones de aprendizaje de los docentes que permiten captar las diferencias individuales de estos cuando se enfrentan a las situaciones que el contexto profesional les va planteando. Sobre estas claves se plantean tres principios a tener en cuenta en el diseño de los programas de desarrollo docente, todos ellos vinculados con el objetivo de hacer avanzar las prácticas y las concepciones sobre la enseñanza y el aprendizaje y basados en la idea del aprendizaje profundo. Por último, se proponen algunos entornos a aprendizaje posibles coherentes con los planteamientos de base: la práctica basada en la evidencia (EBE), la revisión de pares, las comunidades de práctica, los portafolios y los escritos académicos.

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Citas

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