10 SES 12 A, Initial Teacher Education Competences and Transformations
This paper analyses the experience of teacher education students, in the subject “Educational Management of schools and institutions”, in Malaga University. These students collaborate voluntarily in schools carrying out social transformation projects, mainly Learning Communities, in public schools. The study we are presenting is part of research project about initial teacher education, funded by Malaga University (PIE 19-193).
In this project we have set ourselves the objective of knowing the reflections of undergraduate education students in processes of involvement in the reality of educational centres that initiate democratic and community transformations. Specifically, we analyse the reflection of the students that highlight contradictions in which we make our conscience visible.
For several years we are exploring and researching how this way of participation, interaction and approach to schools, becomes a possibility to educate new teachers that breaks with established frameworks and with those more conventional practices already lived by students in other traditional educational contexts. These previous experiences often block the possibility of opening up to different options than the one lived. These experiences do not allow questioning the hegemonic school model and they involve an initial socialization as an educator.
The training that is promoted with this project implies a break with the technocratic paradigm, characterized by a programmatic, linear and objective organization. It focuses on the outcomes understood as preset goals that enclose students and teachers. It is part of the agend derived from neoliberal international policies (Morin, 2005; Guiso, 2010; Faltoni, 2016; Giroux, 2018; Leite, Márquez, and Rivas, 2018). On the contrary, our proposal is based on another knowledge and learning paradigm focused on collaboration in real environments, in which strategies for action, commitment, ethics, and knowledge are put into play. We understand the formation, therefore, as a dialogic, narrative, active, collective reflection and self-reflection process from the complexity and multiplicity of knowledge and relationships (Morín, 1995; Freire, 2002; Casado, Ruiz and López, 2015; Rivas, Cortes and Márquez, 2018).
In our project we co-analyze the experience of dialogic education from the ecology of action based on Morin, (2005). This does us reflect on how learning, based on action-reflection in real contexts, breaks the traditional outlines of theory-practice relationship: action, as a learning strategy, introduces uncertainty, contradiction and therefore complex thinking, including also its socio-political effects. Hence, this leads to think that our actions are ethical-political options, in which strategic capacity is activated and cognitive, emotional and bodily mechanisms are put into play in a related way. The metaphor of the ecological, as Guiso (2010), it is based on complex thinking, the uncertainty of the dynamics of life, which are far from causal, nor standardized. For that purpose we introduce contradiction, which implies complex thinking about the sense of education. We realize, from the dialogue and the learning narratives, that our actions are supported by ethical-political options that assume doubt, risk and uncertainty. We observe how we feel part of the derivations, contexts, relationships and life of families, students and teachers in the daily life of educational centres in processes of change.
Methodologically, we adopt a narrative perspective whose specific object of study is the people accounts that are involved in theoretical-practical reflection groups and contextualized in the ways of acting and making sense of the world (Clandinin, Pushor and Orr, 2007; Corona y Kaltmeier, 2012, Denzin and Lincoln, 2015). What students can talk, tell and account individually and collectively supposes an incomparable force because emerges of the group itself and the subjects themselves. It arises in the space in which the subjects construct sense and meanings, particularly on: participation, relationships, the sense of school and education, the role of teachers and students (Conle, 2000). The context of action and inquiry is built as a community of practice (Wenger, 2001) in which knowledge that arises the experience of university students in Learning Communities is shared in a common debate with teachers, staff, etc. Inquiry strategies and reflexive education are linked. Both of them are based on narrative research and action research contributions and they are developed on a dialogic perspective. The dialogic interest has consisted in creating a practical community between the schools, the volunteers and the teaching staff, as a circular and multiple space relating with processes of participation, the analysis and the collective evaluation of the experiences by all members of the community of practice. Particularly we cover the following modalities of inquiry at different times: - The stories of personal learning experiences about the experience of volunteers in centers. Learning narratives are constructed from the point of view of the narrator, expressing emotions, thoughts, interpretations of actions, in the educational context and in the personal sphere. - Collective creations of audiovisual narratives and performances with which experience and knowledge are shared with the teachers of schools involved, from a dialogic perspective. - Debates workshops in which we analyze the epistemological positions of action and interpretation of reality. Instrumen, Number Participants, Timing: 1) Debate Workshops, 8, College students, Biweekly during a term. 2) Stories of experience, 75, Student volunteers in schools, Along process At the end of the semester, systematized and to assess the process 3)Collective creations: Performances, audiovisual, music, poetry, etc., 16 Student volunteers, Teacher Staff At the end.
The analysis of the students' learning stories leads us to investigate four focus that break the linearity of thought and programmatic of action, and is guiding an ethical-political approach that complex teachers thinking in an ecological sense: a. In the students' learning narratives, inclusive-collaborative learning spaces are discovered confronting them with practices focused on competitiveness and individualism in educational contexts. (…) everyone looked capable because they saw each other doing it, but the same happens to the teachers. (Story P) b. Students point out that, through this experience, they give meaning to the theory to understand the values, the practices, and the inclusive culture in the educational centres. (…) It is essential how I understand diversity when I find myself in a very varied and different socio-cultural environment compared to mine. This is very important, since it shapes the environment in which student learning takes place, as inclusive theory says. (Story M) c. Involvement in processes of relationships with families and the environment changes the view of school from our own experiences. Reflections deepen into a community project uniting learning and coexistence. (…) From my experience, I had always heard that families were "a hindrance" at school, I have discovered that they are the opposite. If a center opens its doors to families and the rest of the community, everyone benefits. (Story MM) d. Self-reflection on the development of learning to be and grow personally and professionally is deepened against the reproduction of roles. e. (…) I didn't want to repeat the practices of those traditional teachers, I wanted to change myself, and get as a teacher a more dynamic school that motivates students, although I was not very clear on how to do it yet. (Story MA)
Casado, E., Ruiz, L. y López, C. (2015). Ecologías de saberes dentro de la Universidad: propuestas de intervención para liberar dispositivos docentes. Profesorado. Revista Profesorado. Curriculum y formación del profesorado. V.19, nº2 (pp. 25-40). Chase, S. (2015). Investigación narrativa. Multiplicidad de enfoques, perspectivas y voces. En Denzin I. y Licoln N. (coords) IV Manual de Investigación narrativa. Métodos de recolección y análisis de datos. Barcelona: Gedisa. Clandinin, D. J., Pushor, D., & Orr, A. M. (2007). Navigating sites for narrative inquiry. Journal of Teacher Education, 58(1), pp. 21-35. Conle C., (2000). Narrative inquiry: Research tool and medium for professional development. European Journal of Teacher Education 23 (1) (pp. 49-63). Corona, S. y Kaltmeier, O. (2012). En diálogo. Metodologías horizontales en ciencias sociales y culturales. Barcelona: Gedisa. Denzin I. y Licoln N. (coords) (2015). IV Manual de Investigación narrativa. Métodos de recolección y análisis de datos. Barcelona: Gedisa. Faltoni, J. (2016) La ecología de la acción: conflicto y responsabilidad. Congrès mondial pour la pensée complexe Les défis d’un monde globalisé. Paris, 8-9 décembre, 2016. Ghiso, A. (2010) La fugaz verdad de la experiencia, Polis [En línea], 25 | 2010, Publicado el 29 marzo 2011. Recuperado de: http://journals.openedition.org/polis/372 Leite, A. Márquez, M.J. y Rivas, J.I. (2018). Aprendizajes emergentes y compromiso social. Transformando la universidad desde las Comunidades de Aprendizaje. En Martínez, J.B. y Fernández E. (Comps) Ecologías del aprendizaje. Educación expandida en contextos múltiples. Madrid: Morata. Miller, L. (2003) El consorcio entre la escuela y la Universidad como lugar de encuentro para el desarrollo profesional. En Lieberman, A. y Miller, L. (Coords) La indagación como base de la formación del profesorado y la mejora de la educación. Barcelona: Octaedro. (pp. 129-146) Morín, E. (1995). Epistemología de la complejidad, en Schitman, D.F (1995) Nuevos paradigmas, cultura y subjetividad. Buenos Aires: Paidós. Morin, E. (2005). O método VI. Ética. Porto Alegre, Editora Sulina. Rivas, J. I., Cortés, P., y Márquez, M. J. (2018). Experiencia y contexto: Formar para transformar. En C. Monge López y P. Gómez Hernández (Eds.), Innovando la docencia desde la formación del profesorado (pp. 109-124). Madrid: Síntesis. Santos, B. (2019) Educación para otro mundo posible. Buenos Aires. Clacso; Medellin CEDALC. Wenger, E. (2001), Comunidades de Prácticas. Aprendizaje, Significado e Identidad. Barcelona. Paidós.
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