Experiencia reflexiva en el seminario narrativo docente(SND): Un puente entre la universidad y la escuela

• Alejandra Nocetti-de-la-Barra ^[1] ; Maurine Muñoz Soto ^[1] ; Pablo Montoya Bravo ^[2] ; Álvaro Bustamante Rojas ^[3] ; Alejandra Sáez Lantaño ^[1]
  1. [1] Universidad Católica de la Santísima Concepción

     Universidad Católica de la Santísima Concepción

     Comuna de Concepción, Chile

     
  2. [2] Colegio Adventista de Hualpen
  3. [3] Colegio Marina de Chile

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• Localización: Perspectiva Educacional, ISSN-e 0718-9729, Vol. 62, Nº. 1, 2023 (Ejemplar dedicado a: Nuevas perspectivas sobre el aprendizaje profesional docente en colaboraciones para la práctica de la investigación), págs. 35-60
• Idioma: español
• Títulos paralelos:
  • Reflective experience in the teaching narrative seminar: A bridge between the university and the school
• Enlaces
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• Resumen
  • español

    Los procesos de formación docente tradicionalmente obedecen a una epistemología positivista que valora más la teoría que los saberes construidos en la experiencia, pero esto resulta ineficaz y explicaría la separación entre la universidad y la escuela. El objetivo fue describir la experiencia reflexiva de profesores y docentes en formación en un espacio denominado Seminario Narrativo Docente (SND) basado en un enfoque interdisciplinario, colaborativo e interinstitucional. La investigación fue interpretativa; se realizó un estudio de caso con participación de 48 profesores en servicio y 88 estudiantes de Pedagogía de dos universidades de la región del Biobío. Se realizaron 34 entrevistas y se sometieron a un análisis de contenido. El SND como experiencia colectiva resignifica la práctica reflexiva, posibilitando la construcción de saber práctico. Se concluye que la experiencia narrativa vincula la universidad y la escuela mediante el reconocimiento y valoración del saber práctico que construye el personal de educación

  • English

    Teacher training processes traditionally obey a positivist epistemology that values theory more than knowledge built on experience, which is ineffective and would explain the separation between university and school.

    However, teachers construct professional knowledge that emerges from reflection on their own practice and guides their performance. In this regard, the writing of teachers' narratives is a way of reconstructing the experience through a reflective process that helps to acquire knowledge from the lived experience. Likewise, sharing between trainers, teachers and teachers in training implies moving towards a more horizontal relationship in the formative processes, in which the subjects tell their narratives and a collaborative professional learning experience takes place. In this context, the objective is to describe reflective experience of teachers and teachers in training in a seminar called Seminario Narrativo Docente (SND) based on an interdisciplinary, collaborative and interinstitutional approach. The research was interpretative; a case study was conducted with the participation of 48 in-service teachers and 88 teachers in training from two different universities in the Biobío region. Thirty-four interviews were conducted, ethical criteria were respected and data were subjected to content analysis. The results show that, initially, teacher reflection is conceived as an evaluative experience, which has hindered educational and university institutions because of its instrumental carácter. In addition, cultural aspects in schools such as individual teaching work, competitive environments and the overvaluation of administrative aspects, discourage systematic reflection. On the other hand, participation in the SND as a collective experience re-signifies the reflective practice, ceasing to be an evaluative and individual experience. On the contrary, it is recognized as an examination of one's own experience (narratives) in a collective that makes possible the construction of professional knowledge. The narrative experience in SND increases the awareness of the experience, diversifying the meanings attributed to the experience with the help of others. This leads to new interpretations of the teaching profession that give greater visibility and value to practical knowledge and to the collective reflection that favors its construction. It is concluded that the SND experience transformed the meaning of reflective practice and countered barriers such as: fear of being judged and the strong competition among teachers. This methodological approach, characterized by a reflective analysis shared among trainers, students and educational staffs, stimulates the collective construction of new meanings for teaching. The identification of theoretical concepts is achieved, which produces a certain re-signification and openness to new interpretations. In this way, the SND is a formative experience that links university and school through the recognition and valuation of practical knowledge built by the education personnel. Likewise, it diminishes the epistemological asymmetry, strengthening the articulation between the formative experience of the university and the educational institution.