Teaching Learning Processes on Teacher’s Education
Teaching is more than knowing a subject, through teaching you show your emotions and you share your attitudes and values with your students. As Tejada (2000) states, “A good professional is somebody who reflects on his teaching practice, takes decisions, considers the classroom atmosphere and solves problems” (as cited in Gonzàlez,J. Escartìn, N. & Pèrez, M., 2003, p.101)
Therefore, it is necessary to undertake continuous assessment in teaching strategies. Teachers not only convey knowledge on a specific area but also feelings. Besides, the cultural dimension is constantly interacting. They perform both the role of the learner and teacher.
As Monereo (1999) points out:
“En este sentido, desde la formación inicial y continuada, se tendrá que ofrecer a los profesores instrumentos de interpretación y análisis de la situación en la que se desarrolla su actividad, que les permitan tomar decisiones respecto a su actuación como aprendices y como docentes estratégicos, de manera que se vaya enriqueciendo y ampliando su formación en la interacción con la realidad cotidiana de la pràctica profesional” (p. 52)
Strategies vary on learning context and on learners-teachers’ ideologies. Dealing with teaching strategies, critical incidents are considered as a pre-service and in-service teacher education strategy. As Gonzàlez, Escartìn and Pèrez (2003) argue, “The idea is to integrate theory and practice. The diversity of teachers and the possibility for the reflexive analysis of classroom events, often solved in a spontaneous way, are the basis of this powerful strategy” (p101)
Thus, it is important to bring tools for teachers` professional development and to bring strategies to deal with critical incidents successfully. A Critical Incident (C I) implies a context, a problem, reasons and solutions. “El anàlisis de las causas y las posibles soluciones està contextualizado desde la diversidad de planteamientos en los aspectos educativos que se reflejan en los modelos didàcticos ” (Gonzàlez,J. Escartìn, N. & Pèrez, M., 2003, pp.104-105)
To conclude, critical incidents are relevant in the teaching-learning process, i.e., teachers must be ready to manage critical incidents they may occur within the classroom atmosphere and get profit of the situation since critical incidents contribute to personal and professional development.
References
Fernández González, J., Elórtegui Escartín,N & Medina Pérez, M. (2003). “Los incidentes críticos en la formación y perfeccionamiento del profesorado de secundaria de Ciencias de la Naturaleza”. Revista Interuniversitaria de Formaciòn del Profesorado, año/vol.1, número 001. Universidad de Zaragoza. Zaragoza, España 101-112. Retrieved October 2011, from http://redalyc.uaemex.ms
Monereo,C., Castellò,M., Clariana,M., Palma,M. & Pèrez, M.L. (1999). “Estrategias de enseñanza y aprendizaje”. Revista Interuniversitaria de Formaciòn de Profesorado, Universidad de Zaragoza. Retrieved October 2011,from http://redalyc.uaemex.ms
Tejada,J.(2000). “Profesionalidad docente” En: S. De La Torre y O. Barrios (Coods.), Estrategias didácticas innovadoras (pp. 72-76). Barcelona : Octaedro
Teaching is more than knowing a subject, through teaching you show your emotions and you share your attitudes and values with your students. As Tejada (2000) states, “A good professional is somebody who reflects on his teaching practice, takes decisions, considers the classroom atmosphere and solves problems” (as cited in Gonzàlez,J. Escartìn, N. & Pèrez, M., 2003, p.101)
Therefore, it is necessary to undertake continuous assessment in teaching strategies. Teachers not only convey knowledge on a specific area but also feelings. Besides, the cultural dimension is constantly interacting. They perform both the role of the learner and teacher.
As Monereo (1999) points out:
“En este sentido, desde la formación inicial y continuada, se tendrá que ofrecer a los profesores instrumentos de interpretación y análisis de la situación en la que se desarrolla su actividad, que les permitan tomar decisiones respecto a su actuación como aprendices y como docentes estratégicos, de manera que se vaya enriqueciendo y ampliando su formación en la interacción con la realidad cotidiana de la pràctica profesional” (p. 52)
Strategies vary on learning context and on learners-teachers’ ideologies. Dealing with teaching strategies, critical incidents are considered as a pre-service and in-service teacher education strategy. As Gonzàlez, Escartìn and Pèrez (2003) argue, “The idea is to integrate theory and practice. The diversity of teachers and the possibility for the reflexive analysis of classroom events, often solved in a spontaneous way, are the basis of this powerful strategy” (p101)
Thus, it is important to bring tools for teachers` professional development and to bring strategies to deal with critical incidents successfully. A Critical Incident (C I) implies a context, a problem, reasons and solutions. “El anàlisis de las causas y las posibles soluciones està contextualizado desde la diversidad de planteamientos en los aspectos educativos que se reflejan en los modelos didàcticos ” (Gonzàlez,J. Escartìn, N. & Pèrez, M., 2003, pp.104-105)
To conclude, critical incidents are relevant in the teaching-learning process, i.e., teachers must be ready to manage critical incidents they may occur within the classroom atmosphere and get profit of the situation since critical incidents contribute to personal and professional development.
References
Fernández González, J., Elórtegui Escartín,N & Medina Pérez, M. (2003). “Los incidentes críticos en la formación y perfeccionamiento del profesorado de secundaria de Ciencias de la Naturaleza”. Revista Interuniversitaria de Formaciòn del Profesorado, año/vol.1, número 001. Universidad de Zaragoza. Zaragoza, España 101-112. Retrieved October 2011, from http://redalyc.uaemex.ms
Monereo,C., Castellò,M., Clariana,M., Palma,M. & Pèrez, M.L. (1999). “Estrategias de enseñanza y aprendizaje”. Revista Interuniversitaria de Formaciòn de Profesorado, Universidad de Zaragoza. Retrieved October 2011,from http://redalyc.uaemex.ms
Tejada,J.(2000). “Profesionalidad docente” En: S. De La Torre y O. Barrios (Coods.), Estrategias didácticas innovadoras (pp. 72-76). Barcelona : Octaedro
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