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Building critical teachers through the biographical-narrative method

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2020-07-09
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Universidad Pablo de Olavide
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The narrative biographical method is the focus of this qualitative research. The objective is to show the validity of this method as a training strategy for future teachers. A strategy that improves the capacity of critical analysis and with that, of reformulation of the budgets of the school culture. The sample is composed of 383 students of the Master's Degree in Secondary Education Teaching of the University of Extremadura (Spain). When applying this method in teacher training programs, there is an alternative to traditional research, training and social action. As a result, three resources are cultivated to train future teachers at the same time; As the students learn the method, they carry out an evaluation process, which is useful for their training and future competence as professionals. Therefore, the students themselves acquire a heuristic and hermeneutical process to evaluate and become researchers of their own professional prospective and experience.
El método biográfico narrativo es el foco de esta investigación de corte cualitativo. El objetivo es mostrar la validez de este método como estrategia de formación para futuros docentes. Una estrategia que mejora la capacidad de análisis crítico y con ello de reformulación de los presupuestos de la cultura escolar. La muestra está compuesta por 383 estudiantes del Máster Universitario de Formación del Profesorado de Educación Secundaria de la Universidad de Extremadura (España). Al aplicar este método en los programas de formación del profesorado aparece una alternativa a la investigación tradicional, a la formación y a la acción social. Como resultados, se cultivan tres recursos para capacitar a futuros docentes al mismo tiempo; a medida que los alumnos aprenden el método, realizan un proceso de evaluación, que resulta útil para su formación y competencia futura como profesionales. Por lo tanto, los propios estudiantes adquieren un proceso heurístico y hermenéutico para evaluar y convertirse en investigadores de su propia experiencia y prospectiva profesional.
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IJERI: International journal of Educational Research and Innovation, ISSN-e 2386-4303, n. 14, 2020, págs. 225-240
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