Elementos y relaciones de un sistema para el desarrollo profesional docente en contextos de aplicación
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Fecha
2023
Autores
Morales Páez, Edward Enrique
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El ser humano se enfrenta a situaciones complejas y desafiantes como consecuencia de
una larga lista de problemas globales y locales, que, sumados a la pandemia y el confinamiento,
develaron otras afectaciones. Estas circunstancias influyeron directamente en la educación y en
el desempeño laboral y profesional de los maestros, haciendo evidente que no es posible aislarlos
de su contexto. De manera que surge la necesidad de ver al docente como un ser complejo con
necesidades y responsabilidades familiares, económicas, sociales, emotivas y formativas, que
deben tenerse en cuenta durante toda su formación inicial, su formación permanente y en su
ejercicio docente. La presente investigación se interesa en el maestro como ser complejo y en un
posible camino hacia su desarrollo profesional. A través de un estudio de caso, se analizó la
relación entre asesores y asesorados en un grupo de educadores del sector oficial pertenecientes a
un programa de desarrollo profesional docente con el objetivo de construir conocimiento sobre
un sistema que fortalezca la práctica pedagógica. Por lo tanto, el producto de la presente
investigación consiste en un constructo teórico denominado Ser-Maestro que sustente el
desarrollo profesional docente en contextos de aplicación basado en las relaciones e
interacciones de dichos elementos. Cabe resaltar que todo el proceso investigativo y, en especial
su método, se encuentra permeado y transversalizado por los principios del pensamiento
complejo de Morin. Es oportuno considerar la relevancia de los elementos del sistema para que
sea posible un verdadero desarrollo profesional docente al alejarse de la concepción tradicional
de que este depende solo de agregar información sin vincularla con el contexto donde lleva a
cabo su práctica. Es relevante mencionar que el sistema Ser-Maestro fue utilizado como
fundamentación teórica de una de las líneas estratégicas de una política pública en educación en
el municipio de Soledad, Atlántico.
Humankind faces complex and challenging situations as a consequence of a long list of global and local problems, which, added to the pandemic and confinement, revealed other affectations. These circumstances directly influenced education and the work and professional performance of teachers, making evident that it is not possible to isolate them from their context. Thus, there arises the need to see the teacher as a complex individual with family, economic, social, emotional and formative needs and responsibilities, which must be considered throughout their initial and in-service training, as well as in their teaching practice. This research is concerned about the teacher as a complex being and a possible path towards their professional development. Through a case study, the relationship between advisors and those being advised was analyzed in a group of educators from the official sector who belong to a teacher professional development program with the objective of building knowledge about a system that strengthens their pedagogical practice. Therefore, the product of the current research consists of a theoretical construct called Being-Teacher that supports the professional development of teachers in contexts of application based on the relationships and interactions of these elements. It is worth highlighting that the entire research process and, especially its method, is permeated and transversalized by the principles of Morin's complex thinking. It is convenient to consider the relevance of the elements from the system in order to make possible a true teacher professional development by moving away from the traditional conception that this depends only on adding information without linking it to the context where they perform their practice. It is relevant to mention that the Being-Teacher system was used as a theoretical foundation for one of the strategic lines of a public policy in education in the city of Soledad, Atlántico.
Humankind faces complex and challenging situations as a consequence of a long list of global and local problems, which, added to the pandemic and confinement, revealed other affectations. These circumstances directly influenced education and the work and professional performance of teachers, making evident that it is not possible to isolate them from their context. Thus, there arises the need to see the teacher as a complex individual with family, economic, social, emotional and formative needs and responsibilities, which must be considered throughout their initial and in-service training, as well as in their teaching practice. This research is concerned about the teacher as a complex being and a possible path towards their professional development. Through a case study, the relationship between advisors and those being advised was analyzed in a group of educators from the official sector who belong to a teacher professional development program with the objective of building knowledge about a system that strengthens their pedagogical practice. Therefore, the product of the current research consists of a theoretical construct called Being-Teacher that supports the professional development of teachers in contexts of application based on the relationships and interactions of these elements. It is worth highlighting that the entire research process and, especially its method, is permeated and transversalized by the principles of Morin's complex thinking. It is convenient to consider the relevance of the elements from the system in order to make possible a true teacher professional development by moving away from the traditional conception that this depends only on adding information without linking it to the context where they perform their practice. It is relevant to mention that the Being-Teacher system was used as a theoretical foundation for one of the strategic lines of a public policy in education in the city of Soledad, Atlántico.
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Palabras clave
Desarrollo profesional docente, Formación permanente, Aprendizaje entre pares, Profesional de la educación, Asesor educativo, Práctica pedagógica, Metodología compleja, Innovación Educativa, Teacher professional development, Lifelong learning, Peer learning, Educational professional, Educational advisor, Pedagogical practice, Complex methodology, Educational innovation