Conocimiento y formación híbrida del docente centrada en tareas de planificación auténtica

• Autores: Maria da Luz Rodrigues Correia
• Directores de la Tesis: Teresa Mauri Majós (dir. tes.), Rosa Colomina Álvarez (dir. tes.)
• Lectura: En la Universitat de Barcelona ( España ) en 2014
• Idioma: español
• Tribunal Calificador de la Tesis: Javier Onrubia Goñi (presid.), Elena Barberà Gregori (secret.), Maria Asssunçao Flores Fernandes (voc.)
• Materias:
  • Psicología
    • Psicología del niño y del adolescente
      • Psicología evolutiva
      • Psicología escolar
    • Psicopedagogía
• Enlaces
  • Tesis en acceso abierto en:  TDX  Dipòsit Digital de la UB 
• Resumen

  • The study approaches teachers’ professional learning mediated by blended-learning environments. It aims at reaching a better understanding of how in-service teachers appropriate themselves of new content about lesson planning by participating in authentic tasks, and how they use, in the professional setting, what they learned in the course. We adopted a socioconstructivist epistemological frame of reference for teaching and learning, and an interpretative methodology of case study. The basic unit of inquiry is joint activity. Within a set of sixteen participants there are two tutors, ten in-service teachers, and four representatives of the institution. Data collection was undertaken through the electronic register of online discussion, audio and videotaping of face to face sessions, interviews, questionnaires, and documents. The analysis of individual participant’s contributions follows the three dimensions of Teaching Presence: management of Participation, of the Task, and of the Meanings. Results allow us to identify difficulties related with three main groups of factors. The first group regards the difficulties in the management of the construction of new lesson planning meanings. Tutors were not able to mediate learning in tasks considered as authentic, despite the incorporation of in-service teachers’ professional experiences. The second group regards the participants’ appreciations of the course: although in-service teachers made a favourable appreciation of what they learned, tutors pointed out that in-service teachers lack fundamental concepts that are necessary to achieve the objectives of the course. The third group of factors addresses the criteria for institutional improvement: making explicit the criteria for assessment, and providing continuity to training focused in authentic tasks, in the local professional teams.