Posiciones de estudiantes de pedagogía en Educación Física al escribir una reflexión sobre su práctica pedagógica
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2023-07-02
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Posiciones de estudiantes de pedagogía en Educación Física al escribir una reflexión sobre su práctica pedagógica. (2023). Revista Educación Las Américas, 12(2). https://doi.org/10.35811/rea.v12i2.211
Akkerman, S. y Meijer, P. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and teacher education, 27(2), 308-319. https://doi.org/10.1016/j.tate.2010.08.013
Álvarez-Munárriz, L. (2011). La compleja identidad personal. Disparidades. Revista de Antropología, 66(2), 407–432. https://doi.org/10.3989/rdtp.2011.15
Arvaja, M. (2018). Tensions and striving for coherence in an academic’s professional identity work. Teaching in Higher Education, 23(3), 291-306. https://doi.org/10.1080/13562517.2017.1379483
Bardín, L. (2002). Análisis de contenido. (3ª ed). Akal
Beauchamp, C. (2015). Reflection in teacher education: issues emerging from a review of current literature. Reflective Practice: International and Multidisciplinary Perspectives, 16(1), 123-141. https://doi.org/10.1080/14623943.2014.982525
Beijaard, D. (2019). Teacher learning as identity learning: models, practices, and topics. Teachers and Teaching, 25(1), 1-6. https://doi.org/10.1080/13540602.2019.1542871
Biesta, G., Priestley, M., y Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and teaching, 21(6), 624-640. https://doi.org/10.1080/13540602.2015.1044325
Brockmeier, J. y Carbaugh, D. (2001). Introduction. En Brockmeier, J., y Carbaugh D. (Eds.) Narrative and Identity: Studies in Autobiography, Self and Culture. (pp. 1-22). John Benjamins Publishing Company. https://doi.org/10.1075/sin.1
Chen Z., Sun Y., y Jia, Z. (2022) A study of student-teachers' emotional experiences and their development of professional identities. Frontiers in psychology, 12. https://doi.org/10.3389/fpsyg.2021.810146
Collin, S., Karsenti, T., y Komis, V. (2013). Reflective Practice in Initial Teacher Training: Critiques and Perspectives. Reflective Practice, 14 (1): 104–117. https://doi.org/10.1080/14623943.2012.732935
Correa, E., Chaubet, P., Collin, S., y Gervais, C. (2014). Desafíos metodológicos para el estudio de la reflexión en contexto de formación docente. Estudios Pedagógicos, 40(Especial), 71-86. https://doi.org/10.4067/S0718-07052014000200005
Danielowich, R. (2007). Negotiating the conflicts: Reexamining the structure and function of reflection in science teacher learning. Science Education, 91(4), 629-663. https://doi.org/10.1002/sce.20207
Day, C. (2018). Professional identity matters: Agency, emotions, and resilience. En Schutz, P. A. Hong, J. y Francis, D. C. (Eds.), Research on teacher identity (pp. 61-70). Springer.
den Brok, P., van der Want, A., Beijaard, D., y Wubbels, T. (2013). The interpersonal dimension in the classroom: a model of teachers interpersonal role identity, appraisal and teacher–student relationships. En Newberry, M., Gallant, A. y Riley, P. (Eds.) Emotion and school: Understanding how the hidden curriculum influences relationships, leadership, teaching, and learning. (pp. 141-159). https://doi.org/10.1108/S1479-3687(2013)0000018012
Denzin, N., y Lincoln, I. (2015). Métodos de recolección y análisis de datos. (1ª ed.). Gedisa Editorial.
Francis, D. C. (2020). Learning, Growing, and Continually Becoming a Teacher. In Teachers’ Goals, Beliefs, Emotions, and Identity Development (pp. 123-142). Routledge.
Gao, Y., y Cui, Y. (2021). To arrive where you are: A metaphorical analysis of teacher identity change in EAP reform. Teaching and Teacher Education, 104, https://doi.org/10.1016/j.tate.2021.103374
Garner, J. K., y Kaplan, A. (2019). A complex dynamic systems perspective on teacher learning and identity formation: An instrumental case. Teachers and Teaching, 25(1), 7-33. https://doi.org/10.1080/13540602.2018.1533811
Geijsel, F., y Meijers, F. (2005). Identity learning: The core process of educational change. Educational studies, 31(4), 419-430. https://doi.org/10.1080/03055690500237488
Hermans, H. (2014). Self as a society of I-positions: A dialogical approach to counseling. The Journal of Humanistic Counseling, 53(2), 134-159. https://doi.org/10.1002/j.2161-1939.2014.00054.x
Hermans, H. (2001). The Dialogical Self: Toward a Theory of Personal and Cultural Positioning. Culture & Psychology, 7(3), 243–281. https://doi.org/10.1177/1354067X0173001
Hong, J., Greene, B., y Lowery, J. (2017). Multiple dimensions of teacher identity development from pre-service to early years of teaching: A longitudinal study. Journal of Education for Teaching, 43(1), 84-98. https://doi.org/10.1080/02607476.2017.1251111
Kelly, P. (2006). What is teacher learning? A socio‐cultural perspective. Oxford Review of Education, 32(4), 505-519. https://doi.org/10.1080/03054980600884227
Krippendorf, K. (1990). Metodología de análisis de contenido. Teoría y práctica. (1ª ed.). Paidos.
Landis, J. R., y Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159-174. https://doi.org/10.2307/2529310
Lara-Subiabre, B. (2018). Análisis de significados de la reflexión pedagógica de profesores en Formación inicial. REXE. Revista de estudios y experiencias en educación, 17(33), 101-111. https://doi.org/10.21703/rexe.20181733blara1
Leijen, Ä., Pedaste, M., y Lepp, L. (2019). Teacher agency following the ecological model: How it is achieved and how it could be strengthened by different types of reflection. British Journal of Educational Studies, 68(3), 295-310. https://doi.org/10.1080/00071005.2019.1672855
Leijen, Ä., y Kullasepp, K. (2013). Unlocking the potential of conflicts: A pilot study of professional identity development facilitation during initial teacher education. International Journal of Dialogical Science, 7(1), 67-86. http://ijds.lemoyne.edu/journal/7_1/pdf/IJDS.7.1.06.Leijen_Kullasepp.pdf
Lutovac, S., y Flores, A. M. (2021). Those who fail should not be teachers: Pre-service teachers’ understandings of failure and teacher identity development. Journal of Education for Teaching, 47(3), 1-16. https://doi.org/10.1080/02607476.2021.1891833
McDiarmid, W. y Clevenger-Bright, M. (2008). Rethinking teacher capacity. En M. Cochran-Smith, S. Feiman-Nemser, y D. J. McIntyre (Eds.), Handbook of research on teacher education: Enduring questions in changing context. (pp. 134-154). Routledge.
McKenney, S., y Reeves, T. C. (2013). Conducting educational design research. Routledge.
Ministerio de Educación. (2021). Estándares pedagógicos y disciplinares para carreras de pedagogía en educación física. Centro de Perfeccionamiento, Experimentación e Investigaciones Pedagógicas del Ministerio de Educación de Chile.
Nocetti, A. V., Saez, F. M., Contreras, G. A., Soto, C. G., y Espinoza, C. C. (2020). Práctica reflexiva en docentes: Una revisión sistemática de aspectos teórico-metodológicos. Revista Espacios, 41(26), 118-131. http://www.revistaespacios.com/a20v41n26/a20v41n26p11.pdf
Olsen, B. (2016). Teaching for success: developing your teacher identity in today's classroom. Routledge. https://doi.org/10.4324/9781315631714
Perrenoud P. (2010). Desarrollar la práctica reflexiva en el oficio de enseñar (6ª ed.). Grao.
Pillen, M., Beijaard, D., y den Brok, P. (2013). Professional identity tensions of beginning teachers. Teachers and Teaching, 19(6), 660-678. https://doi.org/10.1080/13540602.2013.827455
Préfontaine, C., Gaboury, I., Corriveau, H., Beauchamp, J., Lemire, C., y April, M. J. (2021). Assessment tools for reflection in healthcare learners: A scoping review. Medical Teacher, 44(4), 394-400. https://doi.org/10.1080/0142159X.2021.1998400
Rogers, C. R., y Scott, K. H. (2008). The Development of the Personal Self and Professional Identity in Learning to Teach. En Cochran-Smith, M., Feiman-Nemser, S., y McIntyre, D. J. (Eds.) Handbook of Research on Teacher Education, (pp. 732–755). Macmillan.
Ruffinelli, A. (2017). Formación de docentes reflexivos: un enfoque en construcción y disputa. Educação e Pesquisa, 43(1), 97-111. https://doi.org/10.1590/s1517-9702201701158626
Schellings, G., Koopman, M., Beijaard, D., y Mommers, J. (2021). Constructing configurations to capture the complexity and uniqueness of beginning teachers’ professional identity. European Journal of Teacher Education. https://doi.org/10.1080/02619768.2021.1905793
Schön, D. (1992). La formación de profesionales reflexivos: hacia un nuevo diseño de la enseñanza y el aprendizaje en las profesiones (3ª ed.). Paidos.
Schutz, P. A., Hong, J., y Francis, D. C. (2020). Teachers’ goals, beliefs, emotions, and identity development: Investigating complexities in the profession. Routledge. https://doi.org/10.4324/9780429456008
Smith, B., y Sparkes, A. C. (2008). Contrasting perspectives on narrating selves and identities: An invitation to dialogue. Qualitative research, 8(1), 5-35. https://doi.org/10.1177/1468794107085221
Stenberg, K., Rajala, A., y Hilppo, J. (2016). Fostering theory–practice reflection in teaching practicums. Asia-Pacific Journal of Teacher Education, 44(5), 470-485. http://dx.doi.org/10.1080/1359866X.2015.1136406
Teng, .F. (2019).Understanding Teacher Autonomy, Teacher Agency, and Teacher Identity: Voices from Four EFL Student Teachers. English Teaching & Learning. 43(2), 189-212. https://doi.org/10.1007/s42321-019-00024-3
Van Veen, K., y Sleegers, P. (2006). How does it feel? Teachers' emotions in a context of change. Journal of Curriculum studies, 38(1), 85-111. https://doi.org/10.1080/00220270500109304
Ye, J., y Zhao, D. (2019). Developing different identity trajectories: Lessons from the Chinese teachers. Teachers and Teaching, 25(1), 34-53. https://doi.org/10.1080/13540602.2018.1532408
Zeichner, K. (1995). Los profesores como profesionales reflexivos y la democratización de la reforma escolar. En Volver a pensar la educación. Vol. II. (pp. 385-398). Morata-Paideia.
Álvarez-Munárriz, L. (2011). La compleja identidad personal. Disparidades. Revista de Antropología, 66(2), 407–432. https://doi.org/10.3989/rdtp.2011.15
Arvaja, M. (2018). Tensions and striving for coherence in an academic’s professional identity work. Teaching in Higher Education, 23(3), 291-306. https://doi.org/10.1080/13562517.2017.1379483
Bardín, L. (2002). Análisis de contenido. (3ª ed). Akal
Beauchamp, C. (2015). Reflection in teacher education: issues emerging from a review of current literature. Reflective Practice: International and Multidisciplinary Perspectives, 16(1), 123-141. https://doi.org/10.1080/14623943.2014.982525
Beijaard, D. (2019). Teacher learning as identity learning: models, practices, and topics. Teachers and Teaching, 25(1), 1-6. https://doi.org/10.1080/13540602.2019.1542871
Biesta, G., Priestley, M., y Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and teaching, 21(6), 624-640. https://doi.org/10.1080/13540602.2015.1044325
Brockmeier, J. y Carbaugh, D. (2001). Introduction. En Brockmeier, J., y Carbaugh D. (Eds.) Narrative and Identity: Studies in Autobiography, Self and Culture. (pp. 1-22). John Benjamins Publishing Company. https://doi.org/10.1075/sin.1
Chen Z., Sun Y., y Jia, Z. (2022) A study of student-teachers' emotional experiences and their development of professional identities. Frontiers in psychology, 12. https://doi.org/10.3389/fpsyg.2021.810146
Collin, S., Karsenti, T., y Komis, V. (2013). Reflective Practice in Initial Teacher Training: Critiques and Perspectives. Reflective Practice, 14 (1): 104–117. https://doi.org/10.1080/14623943.2012.732935
Correa, E., Chaubet, P., Collin, S., y Gervais, C. (2014). Desafíos metodológicos para el estudio de la reflexión en contexto de formación docente. Estudios Pedagógicos, 40(Especial), 71-86. https://doi.org/10.4067/S0718-07052014000200005
Danielowich, R. (2007). Negotiating the conflicts: Reexamining the structure and function of reflection in science teacher learning. Science Education, 91(4), 629-663. https://doi.org/10.1002/sce.20207
Day, C. (2018). Professional identity matters: Agency, emotions, and resilience. En Schutz, P. A. Hong, J. y Francis, D. C. (Eds.), Research on teacher identity (pp. 61-70). Springer.
den Brok, P., van der Want, A., Beijaard, D., y Wubbels, T. (2013). The interpersonal dimension in the classroom: a model of teachers interpersonal role identity, appraisal and teacher–student relationships. En Newberry, M., Gallant, A. y Riley, P. (Eds.) Emotion and school: Understanding how the hidden curriculum influences relationships, leadership, teaching, and learning. (pp. 141-159). https://doi.org/10.1108/S1479-3687(2013)0000018012
Denzin, N., y Lincoln, I. (2015). Métodos de recolección y análisis de datos. (1ª ed.). Gedisa Editorial.
Francis, D. C. (2020). Learning, Growing, and Continually Becoming a Teacher. In Teachers’ Goals, Beliefs, Emotions, and Identity Development (pp. 123-142). Routledge.
Gao, Y., y Cui, Y. (2021). To arrive where you are: A metaphorical analysis of teacher identity change in EAP reform. Teaching and Teacher Education, 104, https://doi.org/10.1016/j.tate.2021.103374
Garner, J. K., y Kaplan, A. (2019). A complex dynamic systems perspective on teacher learning and identity formation: An instrumental case. Teachers and Teaching, 25(1), 7-33. https://doi.org/10.1080/13540602.2018.1533811
Geijsel, F., y Meijers, F. (2005). Identity learning: The core process of educational change. Educational studies, 31(4), 419-430. https://doi.org/10.1080/03055690500237488
Hermans, H. (2014). Self as a society of I-positions: A dialogical approach to counseling. The Journal of Humanistic Counseling, 53(2), 134-159. https://doi.org/10.1002/j.2161-1939.2014.00054.x
Hermans, H. (2001). The Dialogical Self: Toward a Theory of Personal and Cultural Positioning. Culture & Psychology, 7(3), 243–281. https://doi.org/10.1177/1354067X0173001
Hong, J., Greene, B., y Lowery, J. (2017). Multiple dimensions of teacher identity development from pre-service to early years of teaching: A longitudinal study. Journal of Education for Teaching, 43(1), 84-98. https://doi.org/10.1080/02607476.2017.1251111
Kelly, P. (2006). What is teacher learning? A socio‐cultural perspective. Oxford Review of Education, 32(4), 505-519. https://doi.org/10.1080/03054980600884227
Krippendorf, K. (1990). Metodología de análisis de contenido. Teoría y práctica. (1ª ed.). Paidos.
Landis, J. R., y Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159-174. https://doi.org/10.2307/2529310
Lara-Subiabre, B. (2018). Análisis de significados de la reflexión pedagógica de profesores en Formación inicial. REXE. Revista de estudios y experiencias en educación, 17(33), 101-111. https://doi.org/10.21703/rexe.20181733blara1
Leijen, Ä., Pedaste, M., y Lepp, L. (2019). Teacher agency following the ecological model: How it is achieved and how it could be strengthened by different types of reflection. British Journal of Educational Studies, 68(3), 295-310. https://doi.org/10.1080/00071005.2019.1672855
Leijen, Ä., y Kullasepp, K. (2013). Unlocking the potential of conflicts: A pilot study of professional identity development facilitation during initial teacher education. International Journal of Dialogical Science, 7(1), 67-86. http://ijds.lemoyne.edu/journal/7_1/pdf/IJDS.7.1.06.Leijen_Kullasepp.pdf
Lutovac, S., y Flores, A. M. (2021). Those who fail should not be teachers: Pre-service teachers’ understandings of failure and teacher identity development. Journal of Education for Teaching, 47(3), 1-16. https://doi.org/10.1080/02607476.2021.1891833
McDiarmid, W. y Clevenger-Bright, M. (2008). Rethinking teacher capacity. En M. Cochran-Smith, S. Feiman-Nemser, y D. J. McIntyre (Eds.), Handbook of research on teacher education: Enduring questions in changing context. (pp. 134-154). Routledge.
McKenney, S., y Reeves, T. C. (2013). Conducting educational design research. Routledge.
Ministerio de Educación. (2021). Estándares pedagógicos y disciplinares para carreras de pedagogía en educación física. Centro de Perfeccionamiento, Experimentación e Investigaciones Pedagógicas del Ministerio de Educación de Chile.
Nocetti, A. V., Saez, F. M., Contreras, G. A., Soto, C. G., y Espinoza, C. C. (2020). Práctica reflexiva en docentes: Una revisión sistemática de aspectos teórico-metodológicos. Revista Espacios, 41(26), 118-131. http://www.revistaespacios.com/a20v41n26/a20v41n26p11.pdf
Olsen, B. (2016). Teaching for success: developing your teacher identity in today's classroom. Routledge. https://doi.org/10.4324/9781315631714
Perrenoud P. (2010). Desarrollar la práctica reflexiva en el oficio de enseñar (6ª ed.). Grao.
Pillen, M., Beijaard, D., y den Brok, P. (2013). Professional identity tensions of beginning teachers. Teachers and Teaching, 19(6), 660-678. https://doi.org/10.1080/13540602.2013.827455
Préfontaine, C., Gaboury, I., Corriveau, H., Beauchamp, J., Lemire, C., y April, M. J. (2021). Assessment tools for reflection in healthcare learners: A scoping review. Medical Teacher, 44(4), 394-400. https://doi.org/10.1080/0142159X.2021.1998400
Rogers, C. R., y Scott, K. H. (2008). The Development of the Personal Self and Professional Identity in Learning to Teach. En Cochran-Smith, M., Feiman-Nemser, S., y McIntyre, D. J. (Eds.) Handbook of Research on Teacher Education, (pp. 732–755). Macmillan.
Ruffinelli, A. (2017). Formación de docentes reflexivos: un enfoque en construcción y disputa. Educação e Pesquisa, 43(1), 97-111. https://doi.org/10.1590/s1517-9702201701158626
Schellings, G., Koopman, M., Beijaard, D., y Mommers, J. (2021). Constructing configurations to capture the complexity and uniqueness of beginning teachers’ professional identity. European Journal of Teacher Education. https://doi.org/10.1080/02619768.2021.1905793
Schön, D. (1992). La formación de profesionales reflexivos: hacia un nuevo diseño de la enseñanza y el aprendizaje en las profesiones (3ª ed.). Paidos.
Schutz, P. A., Hong, J., y Francis, D. C. (2020). Teachers’ goals, beliefs, emotions, and identity development: Investigating complexities in the profession. Routledge. https://doi.org/10.4324/9780429456008
Smith, B., y Sparkes, A. C. (2008). Contrasting perspectives on narrating selves and identities: An invitation to dialogue. Qualitative research, 8(1), 5-35. https://doi.org/10.1177/1468794107085221
Stenberg, K., Rajala, A., y Hilppo, J. (2016). Fostering theory–practice reflection in teaching practicums. Asia-Pacific Journal of Teacher Education, 44(5), 470-485. http://dx.doi.org/10.1080/1359866X.2015.1136406
Teng, .F. (2019).Understanding Teacher Autonomy, Teacher Agency, and Teacher Identity: Voices from Four EFL Student Teachers. English Teaching & Learning. 43(2), 189-212. https://doi.org/10.1007/s42321-019-00024-3
Van Veen, K., y Sleegers, P. (2006). How does it feel? Teachers' emotions in a context of change. Journal of Curriculum studies, 38(1), 85-111. https://doi.org/10.1080/00220270500109304
Ye, J., y Zhao, D. (2019). Developing different identity trajectories: Lessons from the Chinese teachers. Teachers and Teaching, 25(1), 34-53. https://doi.org/10.1080/13540602.2018.1532408
Zeichner, K. (1995). Los profesores como profesionales reflexivos y la democratización de la reforma escolar. En Volver a pensar la educación. Vol. II. (pp. 385-398). Morata-Paideia.
Resumen
Este estudio identifica y describe formas de posicionamiento de estudiantes de pedagogía en Educación Física al escribir una reflexión sobre su práctica docente. Los participantes son 31 estudiantes a profesorado de un programa formativo de pedagogía en Educación Física de una universidad al sur de Chile. La información fue recolectada a través de un documento donde cada participante escribió una reflexión al finalizar su práctica docente. Se utilizó en software MAXQDA (V. 18) y se aplicó análisis de contenido para crear categorías inductivas. Las categorías representa las posiciones del yo que asumen al escribir una reflexión. El sistema de categorías fue sometido a evaluación de inter-jueces para la fiabilidad del estudio. Se identificaron seis formas diferentes de posicionar al yo, distribuidas en tres dimensiones: emociones propias, situaciones de tensión y proyecciones. Las posiciones del yo; expresando sus emociones al reflexionar, enunciando situaciones que le generan tensión y planteándose proyecciones son favorables para el desarrollo de la identidad. La teoría del Yo Dialógico puede ser utilizada para analizar las posiciones que adoptan estudiantes de profesorado al reflexionar sobre su práctica docente. Las posiciones adoptadas por los participantes aportan antecedentes de la identidad reflexiva docente de estudiantes a profesorado.
Palabras clave
identidad reflexiva docente, posiciones del yo, estudiantes para profesorado, aprendizaje profesional.