Creencias Enunciadas Vs. Creencias Puestas en Práctica: Una Mirada a las Creencias Pedagógicas de los Profesores en Formación a través de la Interacción en Clase
DOI:
https://doi.org/10.17533/udea.ikala.15013Palabras clave:
formación docente, creencias, interacción en el salón de claseResumen
Este artículo explora la relación entre el conocimiento pedagógico y su práctica en el salón de clase. Dos maestros en formación en lenguas extranjeras en la escuela primaria en el último año de formación docente fueron los participantes en la investigación. Entrevistas y observaciones de clases fueron los métodos de recolección de datos utilizados, mientras que el análisis del contenido fue el enfoque analítico. Se discute en este artículo que la comparación entre las creencias pedagógicas planteadas (tal y como se manifiestan en la entrevista) y la forma como estas se materializan (tal y como se articulan en la interacción en el salón de clase), es posible lograr una mejor compresión de la relación entre las creencias y la práctica docente. Aunque los resultados sugieren relaciones de coherencia importantes entre las creencias y la acción docente, también hay evidencias de relaciones incongruentes.
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