{"id":16823,"date":"2022-11-16T15:29:28","date_gmt":"2022-11-16T19:29:28","guid":{"rendered":"https:\/\/cie.uprrp.edu\/elicit-math\/?page_id=16823"},"modified":"2022-12-06T15:02:07","modified_gmt":"2022-12-06T19:02:07","slug":"pedagogia-de-la-practica","status":"publish","type":"page","link":"https:\/\/cie.uprrp.edu\/elicit-math\/marco-teorico\/pedagogia-de-la-practica\/","title":{"rendered":"Pedagog\u00eda de la pr\u00e1ctica"},"content":{"rendered":"
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La formaci\u00f3n de los maestros de matem\u00e1ticas es dif\u00edcil porque los futuros maestros traen consigo un gran repertorio de concepciones previas que se han formado observando a sus maestros (Borg, 2004). En la preparaci\u00f3n de maestros, los profesores deben empezar por determinar y transformar los sistemas de creencias que traen los futuros maestros. Es necesario ofrecerles oportunidades de participar activamente en un ambiente de aprendizaje que les permita observar, actuar y reflexionar de tal forma que puedan conectar los aspectos te\u00f3ricos de los cursos de m\u00e9todos con los pr\u00e1cticos de las experiencias cl\u00ednicas. Con este prop\u00f3sito, Grossman et al. (2009) concibieron la\u00a0pedagog\u00eda de la pr\u00e1ctica<\/em>\u00a0que incluye actividades de representaci\u00f3n, descomposici\u00f3n y aproximaci\u00f3n.<\/p>\n

En la\u00a0representaci\u00f3n de la pr\u00e1ctica\u00a0se modelan diferentes facetas de la ense\u00f1anza. El profesor puede pedir a los futuros maestros que vean una pel\u00edcula o una animaci\u00f3n sobre la ense\u00f1anza de las matem\u00e1ticas. De esta forma, los futuros maestros comienzan a apreciar acciones espec\u00edficas de ense\u00f1anza como determinar el conocimiento previo de los estudiantes, iniciar una discusi\u00f3n o revisar una tarea, entre otros.<\/p>\n

En la\u00a0descomposici\u00f3n de la pr\u00e1ctica\u00a0se hace un an\u00e1lisis de los componentes de las diferentes facetas de la profesi\u00f3n. Estudiar los fundamentos de la planificaci\u00f3n de una clase o los elementos a considerar para hacer una evaluaci\u00f3n son ejemplos de descomposici\u00f3n de la pr\u00e1ctica.<\/p>\n

Las actividades de\u00a0aproximaci\u00f3n a la pr\u00e1ctica\u00a0se refieren a actividades que realiza el futuro maestro muy similares a las que va realiza en su escenario laboral. Por ejemplo, los futuros maestros pueden ensayar en una clase de m\u00e9todos c\u00f3mo dirigir una discusi\u00f3n en el aula, que es menos aut\u00e9ntica que dirigir una discusi\u00f3n en el aula en su experiencia cl\u00ednica (Ghousseini y Herbst, 2016; Gonz\u00e1lez, 2018).<\/p>\n

Implementar actividades relacionadas a la pedagog\u00eda de la pr\u00e1ctica nos ha permitido cerrar la brecha entre los cursos de metodolog\u00eda y las pr\u00e1cticas cl\u00ednicas.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/section>\n

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Referencias<\/h3>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
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Borg, M. (2004). The apprenticeship of observation. ELT journal<\/em>, 58<\/em>(3), 274-276. https:\/\/doi.org\/10.1093\/elt\/58.3.274<\/a><\/p>\n

Ghousseini, H. & Herbst, P. (2016). Pedagogies of practice and opportunities to learn about classroom mathematics discussions. Journal of Mathematics Teacher Education<\/em>, 19<\/em>(1), 79-103.<\/p>\n

Gonz\u00e1lez, G. (2018). Moving toward approximations of practice in teacher professional development: Learning to summarize a problem-based lesson. In R. Zazkis & P. Herbst (Eds.), Mathematical Dialogue: Scripting approaches in mathematics education<\/em> (p. 115-146). Springer.<\/p>\n

Grossman, P., Compton, C., Igra, D., Ronfeldt, E. Shahan, E., & Williamson, P. (2009). Teaching practice: A cross-professional perspective. Teachers College Record<\/em>, 111<\/em>(9), 2055-2100.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/section>\n","protected":false},"excerpt":{"rendered":"

La formaci\u00f3n de los maestros de matem\u00e1ticas es dif\u00edcil porque los futuros maestros traen consigo un gran repertorio de concepciones previas que se han formado observando a sus maestros (Borg, 2004). 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