Device for supporting beginning teachers: the structuring components of a community of practice
DOI:
https://doi.org/10.18675/1981-8106.v32.n.65.s16543Keywords:
Community of practice. Pedagogical device. School-centered training. Analysis of teaching practice.Abstract
This paper refers to a research work that aims to analyze and document the design and development of a community of practice as a training device for the support of beginning teachers, graduates of a university degree program in education sciences, who start working as teachers in the pedagogical consultancies of secondary schools, in the framework of the continuing education of young people and adults, in Mendoza, Argentina. The work is framed by the foundations of communities of practice, school-centered teacher professional development, and the notion of the training device. The research methodology is a case study under the hermeneutic-interpretative perspective. The aim of the paper is to present some advances in the research results that refer to the objective components of this pedagogical device: spatial and temporal framing; theoretical framing of the work methods; themes and problems of treatment; cognitive and emotional components; subjects and functions. This set of components provides and creates a scenario and a dynamic that allows the support practices to take place and that is also centered on the analysis and reflection of the practice of the beginning teacher, which enables us to propose the communities of practice as a pedagogical device conducive to the training of beginners.
References
ALEN, B.; NANNI, S.; DURÁN, L. Módulo 2 - El acompañamiento a los docentes noveles y la ampliación del campo de la pedagogía de la formación. Ciclo de desarrollo profesional de formadores: El acompañamiento a los docentes noveles y la pedagogía de la formación. Buenos Aires: INFD, 2014.
BAUTISTA, A.; ORTEGA RUIZ, R. Desarrollo Profesional Docente: Perspectivas y Enfoques Internacionales. Psychology, Society, & Education, v. 7, n. 3, p. 343-355. 2015. Disponible en: https://doi.org/10.21071/psye.v7i3.13813. Acceso en: 15 jun. 2021.
BAUTISTA, A.; WONG, J.; GOPINATHAN, S. Desarrollo profesional docente en Singapur: Describiendo el Panorama (trad. al castellano de N. Navarro Gómez). Psychology, Society and Education, v. 7, n. 3, p. 423-441, 2015.
DUHALDE, M. Investigación educativa y trabajo en red. Colectivo Argentino de Docentes que hacen Investigación desde la Escuela. 2. ed. Buenos Aires: Noveduc, 2017.
EDELSTEIN, G. Formar y formarse en la enseñanza. Buenos Aires: Paidós, 2011.
LAVE, J.; WENGER, E. Participación periférica legítima en comunidades de práctica. Cambridge University Press, 1991.
PRIETO CASTILLO, D. La enseñanza en la universidad. 7. ed. Especialización en docencia universitaria. Mendoza, Facultad de Filosofía y Letras. Universidad Nacional de Cuyo, 2019.
RINAUDO, M. Perspectivas en investigación educativa: la investigación basada en diseño. Conferencia plenaria. ICE. Fac. de Filosofía y Letras. UNCuyo. 4 de octubre de 2018.
SANZ-MARTOS, S. Comunidades de práctica. El valor de aprender de los pares. Editorial UOC, 2012.
SCHÖN, D. La formación del profesional reflexivo. Barcelona, Paidós, 1992.
SOUTO, M. Acerca de la noción de dispositivo en la formación universitaria. Educación, Lenguaje y Sociedad. v. 16, n. 16, p. 1-16, 2019. Disponible en: dx.doi.org/10.19137/els-2019-161602. Acceso en: 20 nov.2021.
SOUTO, M. Grupos y dispositivos de formación. Buenos Aires, Novedades educativas, 1999.
SOUTO, M. Pliegues de la formación. Sentidos y herramientas para la formación docente. Rosario. Homo sapiens Ediciones, 2016.
VÁSQUEZ BRONFMAN, S. Comunidades de práctica. Educar, v. 47, n. 1, p. 51-58, 2011. Disponible en: https://www.redalyc.org/articulo.oa?id=342130836004. Acceso en: 19 abr. 2022
VEZUB, L.; ALLIAUD, A. El acompañamiento pedagógico como estrategia de apoyo y desarrollo profesional de los docentes noveles. Aportes conceptuales y operativos para un programa de apoyo a los docentes principiantes de Uruguay. Ministerio de Cultura y Educación. OEI, 2012.
WENGER, E. Comunidades de prácticas. Aprendizaje, significado e identidad. Barcelona, Paidós, 2001.
WENGER, E.; MC DERMOTT, R.; SNYDER, W. Cultivando comunidades de práctica. Cambridge, Harvard Business School, 2002.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish in this journal agree to the following terms:
a) Authors assign copyright to the journal, with the work simultaneously licensed under the Creative Commons Attribution License that allows sharing of the work with acknowledgment of authorship and publication in this journal.
b) The policy adopted by the Editorial Committee is to assign copyright only after a period of 30 months from the date of publication of the article. After this time, authors interested in publishing the same text in another work must send a letter to the Editorial Committee requesting the release of the assignment of copyright and wait for a response.
c) This journal provides public access to all its content, since this allows greater visibility and reach of published articles and reviews. For more information on this approach, visit the Public Knowledge Project, a project that developed this system to improve the academic and public quality of research, by distributing OJS as well as other software to support the public access publication system to academic sources. The names and email addresses on this website will be used exclusively for the purposes of the journal and will not be available for other purposes. This journal provides open any other party 
This work is licensed under a Creative Commons License
