Barra lateral de artículos
Descargas
Contenido del artículo principal
Resumen
Se presentan los resultados obtenidos en un proyecto de investigación, orientado a analizar la bondad de unas situaciones formativas desarrolladas durante procesos de foto-elicitación para apresar el pensamiento práctico del profesorado. Concretamente, se identifican las teorías y creencias docentes más relevantes que aparecen en la práctica de cuatro maestras de educación primaria. Mediante la indagación narrativa visual soportada en procesos de foto-elicitación, podemos acceder a la experiencia de las docentes, quienes informan y explican los motivos de sus decisiones y acciones en el aula. Los resultados muestran cuáles son esas teorías y creencias que emergen ante las situaciones dilemáticas de su práctica docente, así como la consistencia y diversidad del pensamiento práctico de las profesoras. Se discuten los aspectos determinantes de su pensamiento práctico más relevantes, su rol profesional en el centro, la determinación del contexto y sus años de experiencia, entre otros. Se concluye que los procesos de foto-elicitación es un buen procedimiento para la emergencia, construcción, representación y evocación de las teorías y creencias que configuran el pensamiento práctico de las maestras participantes. También se presentan limitaciones y futuras líneas de trabajo relacionados con el desarrollo profesional del docente.
Palabras clave
Detalles del artículo
Referencias
- Bach, H. (2007). Composing a visual narrative inquiry. En D. J. Clandinin (Ed.), Handbook of narrative inquiry (pp. 280‐307). Thousand Oaks: SAGE
- Bailey, N. M., & Van Harken, E. M. (2014). Visual Images as Tool of Teacher Inquiry. Journal of Teacher Education, 65(3), 241-260. Doi: 10.1177/0022487113519130
- Bates, E. A., McCann, J. J., Kaye, L. K., & Taylor, J. C. (2017). “Beyond words”: a researcher’s guide to using photo elicitation in psychology. Qualitative Research in Psychology, 14(4), 459-481. Doi: 10.1080/14780887.2017.1359352
- Bautista, A. (2013). Indagación narrativa visual en la práctica educativa. Educación y futuro: revista de investigación aplicada y experiencias educativas, 29, 69-79. Recuperado de http://www.cesdonbosco.com/documentos/revistaeyf/EYF_29.pdf
- Bautista, A. (2017). La foto-elicitación en la formación permanente de maestros de educación primaria. Alteridad, 12(2), 202-214. Doi: 10.17163/alt.v12n2.2017.06
- Bautista, A. (2019). La fotografía en la formación del profesorado. Madrid: Narcea.
- Brownlee, J., Schraw, G., & Berthelsen, D. (2011). Personal epistemology in teacher education. New York: Routledge.
- Copes, H., Tchoula, W., Brookman, F., & Ragland, J. (2018). Photo-Elicitation Interviews with Vulnerable Populations: Practical and Ethical Considerations, Deviant Behavior, 32(4), 475-494. Doi: 10.1080/01639625.2017.1407109
- Buchanan, D. (1998). Representing process: The contribution of a re-engineering frame. International Journal of Operations and Production Management, 18(11/12), 1163-1182. Doi: 10.1108/01443579810236610
- Clandinin, D. J. (2019). Journeys in Narrative Inquiry. London: Routledge.
- Diamond, K. E. (1996). Preschool children´s conceptions of disabilities: the salience of disability in children´s ideas about others. Topics in Early Childhood Special Education (TECSE), 16(4), 458-475. Recuperado de http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.839.5806&rep=rep1&type=pdf
- Duffy, G. G. (2002). Visioning and the development of outstanding teachers. Reading Research and Instruction, 41(4), 331-344. Doi: 10.1080/19388070209558375
- Fairbanks, C. M., Duffy, G. G., Faircloth, B. S., He, Y., Levin, B., Rohr, J., & Stein, C. (2010). Beyond knowledge: Exploring why some teachers are more thoughtfully adaptive than others. Journal of Teacher Education, 61, 161-171. Recuperado de https://pdfs.semanticscholar.org/0f6d/237fb53aaa946340a7d9dcd61434e1c81b23.pdf
- Ferguson, L., & Bráten, I. (2018). Student Teachers Beliefs about Learning, Teaching, and Teaching Knowledge. Teacher Education and Practice, 31(3), 348-365. Recuperado de https://www.researchgate.net/publication/328420640_Student_teachers%27_beliefs_about_learning_teaching_and_teaching_knowledge_A_qualitative_study_Teacher_Education_Practice
- Fives, H., & Buehl, M. M. (2008). What do teachers believe? Developing a framework for examining beliefs about teacher’s knowledge and ability. Contemporary Educational Psychology, 33, 134-176. Doi: 10.1016/j.cedpsych.2008.01.001
- Fives, H., & Gill, M.G. (2015). International Handbook of Research on Teachers´Beliefs. Nueva York: Routledge.
- Fives, H., Lacatena, N., & Gerard, L. (2015). Teachers beliefs about teaching (and learning). En H. Fives, & M.G. Gill (Eds.), International Handbook of Research on Teachers’ Beliefs (pp. 249-65). New York: Routledge.
- Gibbs, G. R. (2018). Analyzing qualitative data (2nd ed.). London: SAGE
- Griffiths, D. E. (1982). The crisis in American education. New York University Education Quarterly, 15 (1), 1-8.
- Guerra, M., Leyva, Y. E., & Serrato, S. C. (2019). Factores contextuales que afectan la práctica docente desde la perspectiva de docentes en México. Publicaciones, 49(1), 137-149. Doi:10.30827/publicaciones.v49i1.9858
- Gubrium, A., & Harper, K. (2016). Participatory visual and digital methods. New York: Routledge.
- Harper, D. (1987). The visual ethnographic narrative. Visual Anthropology, 1(1), 119. Doi: 10.1080/08949468.1987.9966457
- Harper, D. (2002). Talking about pictures: a case for photo elicitation. Visual Studies, 17(1), 13-26. Doi: 10.1080/14725860220137345
- Kearns, S. (2012). Seeking researcher identity through the co-construction and representation of young people’ s narratives of identity. Educational Action Research. 20(1), 23-40. Doi: 10.1080/09650792.2012.647637
- Kennedy, M. (2006). Knowledge and vision in teaching. Journal of Teacher Education. 57(3), 205-211. Doi: 10.1177/0022487105285639
- Kennedy, M. (2016). Parsing the Practice of Teaching. Journal of Teacher Education, 67(1), 6-17. Doi: 10.1177/0022487115614617
- Larsson, S. (1983). Paradoxes in teaching. Instructional Sciences, 12, 355-365. Doi: 10.1007/BF00154126
- Lefstein, A., & Snell, J. (2011). Professional vision and the politics of teacher learning. Teaching and Teacher Education, 27(3), 505-514. Doi: 10.1016/j.tate.2010.10.004
- Legge, M. F., & Smith, W. (2014). Teacher Education and Experiential Learning: A Visual Ethnography. Australian Journal of Teacher Education, 39(12). Doi: 10.14221/ajte.2014v39n12.7
- Lisón, J. C. (2011). «Cliconocimientos»: construyendo el saber con un clic. En A. Bautista, & H. M. Velasco Maillo (Coords.), Antropología audiovisual: medios e investigación en educación (pp. 35-52). Madrid: Trotta.
- Merriam, S., & Tisdell, E. (2015). Qualitative research: A guide to design and implementation (4th ed.). San Francisco: Jossey-Bass.
- Miles, M. B., Huberman, A. M., & Saldana, J. (2019). Qualitative data analysis: A methods sourcebook (4rd ed.). Los Angeles: Sage.
- Moss, J. (2008). Visual narrative and diversity in our classroom: digital readings of policy. En P. Thomson (Ed.), Doing visual research with children and young (pp. 59-73). London: Routledge.
- Nghia, T. H. (2017). What hinders teachers from translating their beliefs into teaching behaviors: The case of teaching generic skills in Vietnamese universities. Teaching and Teacher Education, 64, 105-114. Doi: 10.1016/j.tate.2017.02.003
- Parker, M., Patton, K., & Sinclair, C. (2016). I took this picture because accessing teachers’ depictions of change. Physical Education and Sport Pedagogy, 21(3), 328-346. Doi: 10.1080/17408989.2015.1017452
- Parsons, S. A., Vaughn, M., Malloy, J. A., & Pierczynski, M. (2017). The development of teachers’ visions from preservice into their first years teaching: A longitudinal study. Teaching and Teacher Education, 64, 12-25. Doi: 10.1016/j.tate.2017.01.018
- Pauwels, L. (2020). Photography in the Social and Behavioral Sciences: Intersections, Research Modes and Prospects, En G. Pasternak (Coord.). The Handbook of Photography Studies (pp. 122-138). London: Bloomsbury
- Peirce, C. S. (1986). La ciencia de la semiótica. Buenos Aires: Nueva Visión.
- Pink, S., Horst, H., Postill, J., Hjorth, L., Lewis, T., & Tacchi, J. (2019). Etnografía digital. Principios y práctica. Madrid: Morata.
- Ross, V., Chan, E., & Keyes, D. K. (2017). Crossroads of the Classroom : Narrative Intersections of Teacher Knowledge and Subject Matter. UK: Emerald Publishing Limited.
- Ruto-Korir, R., & Lubbe-De Beer, C. (2012). The potential for using visual elicitation in understanding preschool teachers beliefs of appropriate educational practices. South African Journal of Education, 32(4), 393-405. Doi: 10.15700/saje.v32n4a661
- Salmon, K. (2001). Remembering and reporting by children: The influence of cues and props. Clinical Psychology Review, 21(2), 267-300. Doi: 10.1016/S0272-7358(99)00048-3
- Seow, T. (2016). Reconciling discourse about geography and teaching geography: the case of Singapore pre-service teachers. International Research in Geographical and Environmental Education, 25(2), 151-165. Doi: 10.1080/10382046.2016.1149342
- Sestito, S. F., Rodriguez, K. L., Saba, S. K., Conley, J. W., Mitchell, M. A., & Gordon, A. J. (2017). Homeless veterans’ experiences with substance use, recovery, and treatment through photo elicitation. Substance Abuse, 38(4), 422-431. Doi: 10.1080/08897077.2017.1356422
- Simons, H. (2011). El estudio de caso: teoría y práctica. Madrid: Morata
- Stockall, N., & Davis, S. (2011). Uncovering pre-service teacher beliefs about young children: A photographic elicitation methodology. Issues in Educational Research, 21(2), 192-209. Recuperado de http://www.iier.org.au/iier21/stockall.html
- Sugrue, C. (1997). Student teachers’ lay theories and teaching identities: Their implications for professional development. European Journal of Teacher Education, 20, 213-25. Doi: 10.1080/0261976970200302
- Tabachnick, B. R., & Zeichner, K. M. (1988). Influencias individuales y contextuales en las relaciones entre las creencias del profesor y su conducta de clase. En L. M. Villar (Coord.), Conocimiento, creencias y teorías de los profesores (pp. 135-148). Alcoy: Marfil.
- Taylor, E. W. (2016). Using still photography in making meaning of adult educators teaching beliefs. Studies in the Education of Adults, 34(2), 123-139. Doi: 10.1080/02660830.2002.11661466
- Taylor, E. W., & Caldarelli, M. (2004). Teaching beliefs of non‐formal environmental educators: a perspective from state and local parks in the United States. Environmental Education Research, 10(4), 451-469. Doi: 10.1080/1350462042000291001
- Wang, C. C., & Burris, M. A. (1997). Photovoice: concept, methodology, and use for participatory needs assessment. Health Educational Behavior, 24, 369-387. Doi: 10.1177/109019819702400309
- Williams, R., & Grudnoff, L. (2011). Making sense of reflection: a comparison of beginning and experienced teachers’ perceptions of reflection for practice. Reflective Practice, 12(3), 281-291. Doi: 10.1080/14623943.2011.571861
- Wetherell, M., & Potter, J. (1992). Mapping the Language of Racism: Discourse and the Legitimation of Exploitation. Chischester: Columbia University Press.
- Yin, R. K. (2018). Case Study Research and Applications. Los Ángeles: SAGE.
- Zenkov, K., Pellegrino, A., Sell, C., Ewaida, M., Bell, A., Fell, M., … McCamis, M. (2014). Picturing Kids and “Kids” as Researchers: Preservice Teachers and Effective Writing Instruction for Diverse Youth and English Language Learners. The New Educator, 10(4), 306-330. Doi: 10.1080/1547688X.2014.965107
- Zur, A., & Eisikovits, R. A. (2016). Imagining an ‘ideal school’: an approach for reflecting on principals’ educational creed. Reflective Practice, 17(1), 1-14. Doi: 10.1080/14623943.2015.1095722
Referencias
Bach, H. (2007). Composing a visual narrative inquiry. En D. J. Clandinin (Ed.), Handbook of narrative inquiry (pp. 280‐307). Thousand Oaks: SAGE
Bailey, N. M., & Van Harken, E. M. (2014). Visual Images as Tool of Teacher Inquiry. Journal of Teacher Education, 65(3), 241-260. Doi: 10.1177/0022487113519130
Bates, E. A., McCann, J. J., Kaye, L. K., & Taylor, J. C. (2017). “Beyond words”: a researcher’s guide to using photo elicitation in psychology. Qualitative Research in Psychology, 14(4), 459-481. Doi: 10.1080/14780887.2017.1359352
Bautista, A. (2013). Indagación narrativa visual en la práctica educativa. Educación y futuro: revista de investigación aplicada y experiencias educativas, 29, 69-79. Recuperado de http://www.cesdonbosco.com/documentos/revistaeyf/EYF_29.pdf
Bautista, A. (2017). La foto-elicitación en la formación permanente de maestros de educación primaria. Alteridad, 12(2), 202-214. Doi: 10.17163/alt.v12n2.2017.06
Bautista, A. (2019). La fotografía en la formación del profesorado. Madrid: Narcea.
Brownlee, J., Schraw, G., & Berthelsen, D. (2011). Personal epistemology in teacher education. New York: Routledge.
Copes, H., Tchoula, W., Brookman, F., & Ragland, J. (2018). Photo-Elicitation Interviews with Vulnerable Populations: Practical and Ethical Considerations, Deviant Behavior, 32(4), 475-494. Doi: 10.1080/01639625.2017.1407109
Buchanan, D. (1998). Representing process: The contribution of a re-engineering frame. International Journal of Operations and Production Management, 18(11/12), 1163-1182. Doi: 10.1108/01443579810236610
Clandinin, D. J. (2019). Journeys in Narrative Inquiry. London: Routledge.
Diamond, K. E. (1996). Preschool children´s conceptions of disabilities: the salience of disability in children´s ideas about others. Topics in Early Childhood Special Education (TECSE), 16(4), 458-475. Recuperado de http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.839.5806&rep=rep1&type=pdf
Duffy, G. G. (2002). Visioning and the development of outstanding teachers. Reading Research and Instruction, 41(4), 331-344. Doi: 10.1080/19388070209558375
Fairbanks, C. M., Duffy, G. G., Faircloth, B. S., He, Y., Levin, B., Rohr, J., & Stein, C. (2010). Beyond knowledge: Exploring why some teachers are more thoughtfully adaptive than others. Journal of Teacher Education, 61, 161-171. Recuperado de https://pdfs.semanticscholar.org/0f6d/237fb53aaa946340a7d9dcd61434e1c81b23.pdf
Ferguson, L., & Bráten, I. (2018). Student Teachers Beliefs about Learning, Teaching, and Teaching Knowledge. Teacher Education and Practice, 31(3), 348-365. Recuperado de https://www.researchgate.net/publication/328420640_Student_teachers%27_beliefs_about_learning_teaching_and_teaching_knowledge_A_qualitative_study_Teacher_Education_Practice
Fives, H., & Buehl, M. M. (2008). What do teachers believe? Developing a framework for examining beliefs about teacher’s knowledge and ability. Contemporary Educational Psychology, 33, 134-176. Doi: 10.1016/j.cedpsych.2008.01.001
Fives, H., & Gill, M.G. (2015). International Handbook of Research on Teachers´Beliefs. Nueva York: Routledge.
Fives, H., Lacatena, N., & Gerard, L. (2015). Teachers beliefs about teaching (and learning). En H. Fives, & M.G. Gill (Eds.), International Handbook of Research on Teachers’ Beliefs (pp. 249-65). New York: Routledge.
Gibbs, G. R. (2018). Analyzing qualitative data (2nd ed.). London: SAGE
Griffiths, D. E. (1982). The crisis in American education. New York University Education Quarterly, 15 (1), 1-8.
Guerra, M., Leyva, Y. E., & Serrato, S. C. (2019). Factores contextuales que afectan la práctica docente desde la perspectiva de docentes en México. Publicaciones, 49(1), 137-149. Doi:10.30827/publicaciones.v49i1.9858
Gubrium, A., & Harper, K. (2016). Participatory visual and digital methods. New York: Routledge.
Harper, D. (1987). The visual ethnographic narrative. Visual Anthropology, 1(1), 119. Doi: 10.1080/08949468.1987.9966457
Harper, D. (2002). Talking about pictures: a case for photo elicitation. Visual Studies, 17(1), 13-26. Doi: 10.1080/14725860220137345
Kearns, S. (2012). Seeking researcher identity through the co-construction and representation of young people’ s narratives of identity. Educational Action Research. 20(1), 23-40. Doi: 10.1080/09650792.2012.647637
Kennedy, M. (2006). Knowledge and vision in teaching. Journal of Teacher Education. 57(3), 205-211. Doi: 10.1177/0022487105285639
Kennedy, M. (2016). Parsing the Practice of Teaching. Journal of Teacher Education, 67(1), 6-17. Doi: 10.1177/0022487115614617
Larsson, S. (1983). Paradoxes in teaching. Instructional Sciences, 12, 355-365. Doi: 10.1007/BF00154126
Lefstein, A., & Snell, J. (2011). Professional vision and the politics of teacher learning. Teaching and Teacher Education, 27(3), 505-514. Doi: 10.1016/j.tate.2010.10.004
Legge, M. F., & Smith, W. (2014). Teacher Education and Experiential Learning: A Visual Ethnography. Australian Journal of Teacher Education, 39(12). Doi: 10.14221/ajte.2014v39n12.7
Lisón, J. C. (2011). «Cliconocimientos»: construyendo el saber con un clic. En A. Bautista, & H. M. Velasco Maillo (Coords.), Antropología audiovisual: medios e investigación en educación (pp. 35-52). Madrid: Trotta.
Merriam, S., & Tisdell, E. (2015). Qualitative research: A guide to design and implementation (4th ed.). San Francisco: Jossey-Bass.
Miles, M. B., Huberman, A. M., & Saldana, J. (2019). Qualitative data analysis: A methods sourcebook (4rd ed.). Los Angeles: Sage.
Moss, J. (2008). Visual narrative and diversity in our classroom: digital readings of policy. En P. Thomson (Ed.), Doing visual research with children and young (pp. 59-73). London: Routledge.
Nghia, T. H. (2017). What hinders teachers from translating their beliefs into teaching behaviors: The case of teaching generic skills in Vietnamese universities. Teaching and Teacher Education, 64, 105-114. Doi: 10.1016/j.tate.2017.02.003
Parker, M., Patton, K., & Sinclair, C. (2016). I took this picture because accessing teachers’ depictions of change. Physical Education and Sport Pedagogy, 21(3), 328-346. Doi: 10.1080/17408989.2015.1017452
Parsons, S. A., Vaughn, M., Malloy, J. A., & Pierczynski, M. (2017). The development of teachers’ visions from preservice into their first years teaching: A longitudinal study. Teaching and Teacher Education, 64, 12-25. Doi: 10.1016/j.tate.2017.01.018
Pauwels, L. (2020). Photography in the Social and Behavioral Sciences: Intersections, Research Modes and Prospects, En G. Pasternak (Coord.). The Handbook of Photography Studies (pp. 122-138). London: Bloomsbury
Peirce, C. S. (1986). La ciencia de la semiótica. Buenos Aires: Nueva Visión.
Pink, S., Horst, H., Postill, J., Hjorth, L., Lewis, T., & Tacchi, J. (2019). Etnografía digital. Principios y práctica. Madrid: Morata.
Ross, V., Chan, E., & Keyes, D. K. (2017). Crossroads of the Classroom : Narrative Intersections of Teacher Knowledge and Subject Matter. UK: Emerald Publishing Limited.
Ruto-Korir, R., & Lubbe-De Beer, C. (2012). The potential for using visual elicitation in understanding preschool teachers beliefs of appropriate educational practices. South African Journal of Education, 32(4), 393-405. Doi: 10.15700/saje.v32n4a661
Salmon, K. (2001). Remembering and reporting by children: The influence of cues and props. Clinical Psychology Review, 21(2), 267-300. Doi: 10.1016/S0272-7358(99)00048-3
Seow, T. (2016). Reconciling discourse about geography and teaching geography: the case of Singapore pre-service teachers. International Research in Geographical and Environmental Education, 25(2), 151-165. Doi: 10.1080/10382046.2016.1149342
Sestito, S. F., Rodriguez, K. L., Saba, S. K., Conley, J. W., Mitchell, M. A., & Gordon, A. J. (2017). Homeless veterans’ experiences with substance use, recovery, and treatment through photo elicitation. Substance Abuse, 38(4), 422-431. Doi: 10.1080/08897077.2017.1356422
Simons, H. (2011). El estudio de caso: teoría y práctica. Madrid: Morata
Stockall, N., & Davis, S. (2011). Uncovering pre-service teacher beliefs about young children: A photographic elicitation methodology. Issues in Educational Research, 21(2), 192-209. Recuperado de http://www.iier.org.au/iier21/stockall.html
Sugrue, C. (1997). Student teachers’ lay theories and teaching identities: Their implications for professional development. European Journal of Teacher Education, 20, 213-25. Doi: 10.1080/0261976970200302
Tabachnick, B. R., & Zeichner, K. M. (1988). Influencias individuales y contextuales en las relaciones entre las creencias del profesor y su conducta de clase. En L. M. Villar (Coord.), Conocimiento, creencias y teorías de los profesores (pp. 135-148). Alcoy: Marfil.
Taylor, E. W. (2016). Using still photography in making meaning of adult educators teaching beliefs. Studies in the Education of Adults, 34(2), 123-139. Doi: 10.1080/02660830.2002.11661466
Taylor, E. W., & Caldarelli, M. (2004). Teaching beliefs of non‐formal environmental educators: a perspective from state and local parks in the United States. Environmental Education Research, 10(4), 451-469. Doi: 10.1080/1350462042000291001
Wang, C. C., & Burris, M. A. (1997). Photovoice: concept, methodology, and use for participatory needs assessment. Health Educational Behavior, 24, 369-387. Doi: 10.1177/109019819702400309
Williams, R., & Grudnoff, L. (2011). Making sense of reflection: a comparison of beginning and experienced teachers’ perceptions of reflection for practice. Reflective Practice, 12(3), 281-291. Doi: 10.1080/14623943.2011.571861
Wetherell, M., & Potter, J. (1992). Mapping the Language of Racism: Discourse and the Legitimation of Exploitation. Chischester: Columbia University Press.
Yin, R. K. (2018). Case Study Research and Applications. Los Ángeles: SAGE.
Zenkov, K., Pellegrino, A., Sell, C., Ewaida, M., Bell, A., Fell, M., … McCamis, M. (2014). Picturing Kids and “Kids” as Researchers: Preservice Teachers and Effective Writing Instruction for Diverse Youth and English Language Learners. The New Educator, 10(4), 306-330. Doi: 10.1080/1547688X.2014.965107
Zur, A., & Eisikovits, R. A. (2016). Imagining an ‘ideal school’: an approach for reflecting on principals’ educational creed. Reflective Practice, 17(1), 1-14. Doi: 10.1080/14623943.2015.1095722