LA PRÁCTICA EDUCATIVA COMUNITARIA Y LA INVESTIGACIÓN EDUCATIVA EN LA FORMACIÓN DE MAESTROS EN BOLIVIA
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Rev. Cien. Tec. In.
Abstract
Resumen. El artículo tiene como objetivo exponer los resultados de investigaciones sobre dos importantes procesos integrados en la formación de maestros en Bolivia: la práctica comunitaria y la investigación educativa para la descripción y comprensión de sus características esenciales. Se acudió a la revisión documental y bibliográfica, realizando una lectura selectiva de producciones publicadas en los últimos cinco años, fue excluida la bibliografía que fue publicada o elaborada antes del año 2016 y aquella que no tenía pertinencia con el tema de investigación. Los resultados obtenidos muestran que en los centros de formación inicial de maestros el espacio destinado a la práctica docente es y ha sido un enclave de preocupación constante, pues en él los estudiantes demuestran conocimientos, capacidades, habilidades y valores como futuros profesionales en educación. Para la mej ora cualitativa de este proceso se recurre a la investigación educativa como herramienta que posibilita observar, reflexionar, comprender, innovar y aportar conocimientos al quehacer formativo desde teorías aplicadas y/o vivencias aprendidas. Luego de la indagación se concluye que la investigación educativa en espacios de práctica y formación docente es heterogénea tanto en los procesos efectivizados como en los temas desarrollados. Empero, existen preocupaciones afines como: La gestión de espacios de diálogo entre diferentes sectores (autoridades educativas, magisterio activo, representantes sociales, docentado y estudiantes de las instituciones de formación docente entre otros); y, el fortalecimiento del desempeño de docentes de las áreas de investigación educativa y práctica profesional en los centros de formación de maestros a través de programas de formación complementaria.
The article aims to present the results of researches on two important processes integrated in teacher training in Bolivia: community practice and educational research for the description and understanding of their essential characteristics. A documentary and bibliographic review was carried out, making a selective reading of productions published in the last five years, besides it was excluded the bibliography previously published or prepared before 2016 and the same which had no relevance and the same which had no relevance on the research topic. The results obtained show that in the initial teacher training centers the space for teaching practice is and has been an enclave of constant concern, since in it students prove knowledge, skills, abilities and valúes as future professionals in education. For the qualitative improvement of this process, educational research is used as a tool that makes it possible to observe, reflect,understand, innóvate and contribute knowledge to the training task from applied theories and / or learned experiences. After having carried out the investigation, it concludes that educational research in practice spaces and teacher training is heterogeneous both in the processes duly carried out as well as in the topics developed. However, there are related concerns such as: The management of spaces for dialogue between different sectors (educational authorities, active teachers, social representatives, teachers and students from teacher training institutions, among others); and the teacher performance strengthening in the áreas of educational research and professional practice in teacher training centers through complementary training programs.
The article aims to present the results of researches on two important processes integrated in teacher training in Bolivia: community practice and educational research for the description and understanding of their essential characteristics. A documentary and bibliographic review was carried out, making a selective reading of productions published in the last five years, besides it was excluded the bibliography previously published or prepared before 2016 and the same which had no relevance and the same which had no relevance on the research topic. The results obtained show that in the initial teacher training centers the space for teaching practice is and has been an enclave of constant concern, since in it students prove knowledge, skills, abilities and valúes as future professionals in education. For the qualitative improvement of this process, educational research is used as a tool that makes it possible to observe, reflect,understand, innóvate and contribute knowledge to the training task from applied theories and / or learned experiences. After having carried out the investigation, it concludes that educational research in practice spaces and teacher training is heterogeneous both in the processes duly carried out as well as in the topics developed. However, there are related concerns such as: The management of spaces for dialogue between different sectors (educational authorities, active teachers, social representatives, teachers and students from teacher training institutions, among others); and the teacher performance strengthening in the áreas of educational research and professional practice in teacher training centers through complementary training programs.
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Vol. 19, No. 24