Teacher training from the autoethnographic expressions of the teacher educators
DOI:
https://doi.org/10.19137/praxiseducativa-2023-270107Keywords:
initial training, trainers, contact zone, autoethnographic expressions, social contextAbstract
The processes of teacher training are frameworks that express a range of senses and meanings that show the imaginaries and self-representations that both trainers and students generate from the relationships they establish with themselves, with others and with the context in which they interact. Due to this, the present article was aimed at analyzing the teaching practices implemented by teacher educators, from an analytical approach of their autoethnographic expressions that would allow to account for the asymmetrical power relations that exist in an educational, social and cultural environment. The research was developed in a normal school in the state of Oaxaca, Mexico, from an interpretative perspective, based on the theoretical and methodological references of the contact zone. The results show the scope made by the trainers according to the personal and social constructs that they imprint on their discourses and pedagogical practices.
Downloads
References
Arnaut, A. (1996). Historia de una profesión: los maestros de educación primaria en México, 1887-1994. Centro de Investigación y Docencia Económicas.
Bernstein, B. (1997). La estructura del discurso pedagógico. Morata.
Contreras Domingo, J. (2010). Ser y saber en la formación didáctica del profesorado: una visión personal. Revista Interuniversitaria de Formación del profesorado, 24(2), 61-81. http://www.redalyc.org/articulo.oa?id=27419198004
Dewilde, J. y Skrefsrud, T. A. (2016). Including alternative stories in the mainstream. How transcultural young people in Norway perform creative cultural resistance in and outside of school. International Journal of Inclusive Education, 20(10), 1032-1042. https://www.tandfonline.com/doi/full/10.1080/13603116.2016.1145263
Fierro, C. y Fortoul, B. (2017). Entretejer espacios para aprender y convivir en el aula. SM de Ediciones México.
Gómez-Sollano, M. y Adams, T. (2019). Hegemonía y alternativas pedagógicas. Los nudos ciegos de la teoría. Educação (Unisinos), 23(1), 124-140. https://doi.org/10.4013/edu.2019.231.08
Neuman, W. L. (2014). Social Research Methods: Qualitative and Quantitative Approaches: Pearson New International Edition. Pearson Education Limited.
Pratt, M. L. (1991). Arts of the contact zone. Profession, 33-40. https://www.jstor.org/stable/25595469
Santos De Sousa, B. (2010). Descolonizar el saber, reinventar el poder. Ed. Trilce. http://www.boaventuradesousasantos.pt/media/Descolonizar%20el%20saber_final%20-%20Cópia.pdf
Sautu, R. (2003). Todo es teoría. Lumiere Ediciones.
Thompson, J. B. (2002). Ideología y cultura moderna. Teoría crítica social en la era de la comunicación de masas. Universidad Autónoma Metropolitana.
Vaillant, D. y Marcelo, C. (2001). Las tareas del formador. http://www.denisevaillant.com/ewp-
Published
How to Cite
Issue
Section
License
Copyright Notice
Editorial Committee Educational Praxis Magazine:
I hereby declare that I am the author of the article titled (article name), that it is original and my own and that it was not previously published in any other format or medium. I declare to know that the magazine will not charge me any type of fee under any circumstances, nor will I receive any type of monetary compensation If it were accepted for publication in Educational Praxis, I authorize the aforementioned magazine to publish it digitally and to advertise it on its social networks.
If the work is published, I adhere to the Creative Commons license called "Attribution - Non-Commercial Share Alike CC BY-NC-SA", through which it is allowed to copy, reproduce, distribute, publicly communicate the work and generate derivative works, as long as when the original author is cited and acknowledged. This license has been used since September 2018. In 2016 CC BY NC ND 4.0 was adhered to; and in the years 2017 and 2018 (January-August) CC BY NC 4.0.
This CC BY-NC-SA Share Alike license does not, however, permit commercial use of the work. As an author, the journal may establish additional agreements for the non-exclusive distribution of the version of the work published in the journal, it allows me to self-archive the published articles, in their post-print version, in institutional, thematic repositories, personal web pages or any other relevant use. with the recognition of having been first published in this journal.
Educational Praxis adheres to DORA (Declaration on Research Assessment) signed in San Francisco, California, on December 16, 2012, and to the Declaration of Mexico (Joint Declaration LATINDEX - REDALYC - CLACSO - IBICT).
3.png)
_(2).png)
2.jpg)
