Filosofía educativa personal y devenir ideológico: de la práctica individual al significado social
La escritura de una filosofía educativa personal puede interpretarse como un componente dinámico en el desarrollo del sistema de ideas del docente, su yo ideológico. En este artículo de reflexión se examina el ejercicio reflexivo y de crecimiento personal que el desarrollo de una filosofía educativa...
- Autores:
-
Vásquez-Miranda, Alba Eugenia
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2020
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/11341
- Acceso en línea:
- https://hdl.handle.net/11323/11341
https://doi.org/10.17981/cultedusoc.12.1.2021.20
- Palabra clave:
- Devenir ideológico
Filosofía educativa personal
Práctica reflexiva
Formación docente
Ideological becoming
Teaching philosophy statement
Reflective practice
Teacher education
- Rights
- openAccess
- License
- CULTURA EDUCACIÓN Y SOCIEDAD - 2021
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Filosofía educativa personal y devenir ideológico: de la práctica individual al significado social |
| dc.title.translated.eng.fl_str_mv |
Teaching philosophy statement and ideological becoming: from individual practice to social meaning |
| title |
Filosofía educativa personal y devenir ideológico: de la práctica individual al significado social |
| spellingShingle |
Filosofía educativa personal y devenir ideológico: de la práctica individual al significado social Devenir ideológico Filosofía educativa personal Práctica reflexiva Formación docente Ideological becoming Teaching philosophy statement Reflective practice Teacher education |
| title_short |
Filosofía educativa personal y devenir ideológico: de la práctica individual al significado social |
| title_full |
Filosofía educativa personal y devenir ideológico: de la práctica individual al significado social |
| title_fullStr |
Filosofía educativa personal y devenir ideológico: de la práctica individual al significado social |
| title_full_unstemmed |
Filosofía educativa personal y devenir ideológico: de la práctica individual al significado social |
| title_sort |
Filosofía educativa personal y devenir ideológico: de la práctica individual al significado social |
| dc.creator.fl_str_mv |
Vásquez-Miranda, Alba Eugenia |
| dc.contributor.author.spa.fl_str_mv |
Vásquez-Miranda, Alba Eugenia |
| dc.subject.spa.fl_str_mv |
Devenir ideológico Filosofía educativa personal Práctica reflexiva Formación docente |
| topic |
Devenir ideológico Filosofía educativa personal Práctica reflexiva Formación docente Ideological becoming Teaching philosophy statement Reflective practice Teacher education |
| dc.subject.eng.fl_str_mv |
Ideological becoming Teaching philosophy statement Reflective practice Teacher education |
| description |
La escritura de una filosofía educativa personal puede interpretarse como un componente dinámico en el desarrollo del sistema de ideas del docente, su yo ideológico. En este artículo de reflexión se examina el ejercicio reflexivo y de crecimiento personal que el desarrollo de una filosofía educativa personal promueve de acuerdo con algunos modelos de escritura disponibles. A través de un método documental, se precisan los supuestos y las creencias en cuestión para interpretarlos bajo los conceptos bakhtinianos de heteroglosia y devenir ideológico. El examen de la heteroglosia en el texto aumenta la conciencia de la actividad docente individual al conectarla con las prácticas sociales, culturales y políticas más amplias construidas a través de la escritura. Estas consideraciones tienen por objeto vincular las actividades de los educadores con la posibilidad de sociedades más democráticas. |
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Arán, P. (2006). Nuevo diccionario de la teoría de Mijaíl Bajtín. Córdoba: Ferreyra Editor. Bakhtin, M. (1981). Discourse in the novel. In M. Holquist (Ed.). The dialogic imagination: Four essays by M. M. Bakhtin. (C. Emerson & M. Holquist, Trans.). Austin: University of Texas Press. Beatty, J., Leigh, J. & Dean, K. (2009a). Finding our roots: An exercise for creating a personal teaching philosophy statement. Journal of Management Education, 33(1), 115–130. https://doi.org/10.1177/1052562907310642 Beatty, J., Leigh, J. & Dean, K. (2009b). Philosophy rediscovered: Exploring the connections between teaching philosophies, educational philosophies, and philosophy. Journal of Management Education, 33(1), 99–114. https://doi.org/10.1177/1052562907310557 Bohnsack, R., Pfaff, N. & Weller, W. (Eds.) (2010). Qualitative Analysis and Documentary Method in International Educational Research. Barbara Budrich Publishers. Available from: http://library.oapen.org/handle/20.500.12657/29452 Brookfield, S. (2017). Becoming a Critically Reflective Teacher. John Wiley & Sons. Cathcart, A., Greer, D. & Neale, L. (2018). About Teaching Philosophies. [Online]. Available from: https://teachingadvantage.org/about-teaching-philosophies/ Chism, N. (1998). Developing a philosophy of teaching statement. Essays on Teaching Excellence, 9(3), 1–2. Available from: https://ucat.osu.edu/wordpress/assets/V9-N3-Chism.pdf Colton, A. & Sparks-Langer, G. (1993). A conceptual framework to guide the development of teacher reflection and decision making. Journal of teacher education, 44(1), 45–54. https://doi.org/10.1177/0022487193044001007 Fook, J. (2010). Beyond reflective practice: reworking the ‘critical’in critical reflection. In: H. Bradbury, N. Frost, S. Kilminster & M. Zukas (Eds.), Beyond reflective practice: New approaches to professional lifelong learning (pp.37–51). Routledge. Freedman, S. & Ball, A. (2004). Ideological becoming Bakhtinian concepts to guide the study of language, literacy, and learning. In A. F. Ball, S. W. Freedman & R. Pea Bakhtinian perspectives on language, literacy, and learning (pp. 3–33). Cambridge University Press. https://doi.org/10.1017/CBO9780511755002.001 Holdway, J. & Hitchcock, C. H. (2018). Exploring ideological becoming in professional development for teachers of multilingual learners: Perspectives on translanguaging in the classroom. Teaching and Teacher Education, 75, 60–70. https://doi.org/10.1016/j.tate.2018.05.015 Humphreys, P. (2020). Engage, empower, evolve: Developing an institutional teaching philosophy to engage staff. English Australia Journal, 36(1), 39. Johns, C. (Ed.). (2017). Becoming a reflective practitioner. John Wiley & Sons. Laundon, M., Cathcart, A. & Greer, D. A. (2020). Teaching philosophy statements. Journal of Management Education, 44(5), 577–587. https://doi.org/10.1177/1052562920942289 Merkel, W. (2020). “What I Mean Is…”: The role of dialogic interactions in developing a statement of teaching philosophy. Journal of Second Language Writing, 48. https://doi.org/10.1016/j.jslw.2019.100702 Nohl, A.-M. (2010). Narrative Interview and Documentary Interpretation. In: R. Bohnsack, N. Pfaff & W. Weller (Eds.) Qualitative Analysis and Documentary Method in International Educational Research. (pp.195–217). Barbara Budrich Publishers. Norris, C. (2002). Heteroglosia (heteroglossia). In M. Payne (Comp.), Diccionario de teoría crítica y estudios culturales. Buenos Aires: Paidós. Parr, G., Bulfin, S., Diamond, F., Wood, N. & Ceridwen O. (2020). The becoming of English teacher educators in Australia: a cross-generational reflexive inquiry. Oxford Review of Education, 46(2), 238–256. https://doi.org/10.1080/03054985.2019.1667319 Schön, D. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass Publishers. Schön, D. (1983). The reflective practitioner. New York: Basic Books. Schönwetter, D., Sokal, L., Friesen, M. & Taylor, K. (2002). Teaching philosophies reconsidered: A conceptual model for the development and evaluation of teaching philosophy statements. International Journal for Academic Development, 7(1), 83–97. https://doi.org/10.1080/13601440210156501 Sharma, B. & Phyak, P. (2017). Criticality as ideological becoming: Developing English teachers for critical pedagogy in Nepal. Critical Inquiry in Language Studies, 14(2-3), 210–238. https://doi.org/10.1080/15427587.2017.1285204 Thompson, S. & Thompson, N. (2008). The critically reflective practitioner. Macmillan International Higher Education. Yeom, Y., Miller, M. A. & Delp, R. (2018). Constructing a teaching philosophy: Aligning beliefs, theories, and practice. Teaching and Learning in Nursing, 13(3), 131–134. https://doi.org/10.1016/j.teln.2018.01.004 |
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Vásquez-Miranda, Alba Eugenia2021-01-01 00:00:002024-04-09T19:55:18Z2021-01-01 00:00:002024-04-09T19:55:18Z2020-01-012145-9258https://hdl.handle.net/11323/11341https://doi.org/10.17981/cultedusoc.12.1.2021.2010.17981/cultedusoc.12.1.2021.202389-7724La escritura de una filosofía educativa personal puede interpretarse como un componente dinámico en el desarrollo del sistema de ideas del docente, su yo ideológico. En este artículo de reflexión se examina el ejercicio reflexivo y de crecimiento personal que el desarrollo de una filosofía educativa personal promueve de acuerdo con algunos modelos de escritura disponibles. A través de un método documental, se precisan los supuestos y las creencias en cuestión para interpretarlos bajo los conceptos bakhtinianos de heteroglosia y devenir ideológico. El examen de la heteroglosia en el texto aumenta la conciencia de la actividad docente individual al conectarla con las prácticas sociales, culturales y políticas más amplias construidas a través de la escritura. Estas consideraciones tienen por objeto vincular las actividades de los educadores con la posibilidad de sociedades más democráticas.The writing of a teaching philosophy statement can be interpreted as a dynamic component in the development of the teacher’s system of ideas, their ideological self. In this reflective article, the exercise of personal reflection and growth that promotes the development of a personal teaching philosophy is examined according to some available writing guidelines. Through a documentary method, the assumptions of the beliefs in question are argued in order to interpret them under the Baktinian concepts of heteroglossia and ideological becoming. The examination of heteroglossia in the text of a TPS increases the awareness of individual teaching activity connected to broader social, cultural, and political practices built through writing. These considerations are intended to connect the activities of educators with the possibility of more democratic societies.application/pdftext/htmltext/xmlengUniversidad de la CostaCULTURA EDUCACIÓN Y SOCIEDAD - 2021https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEsta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.http://purl.org/coar/access_right/c_abf2https://revistascientificas.cuc.edu.co/culturaeducacionysociedad/article/view/3085Devenir ideológicoFilosofía educativa personalPráctica reflexivaFormación docenteIdeological becomingTeaching philosophy statementReflective practiceTeacher educationFilosofía educativa personal y devenir ideológico: de la práctica individual al significado socialTeaching philosophy statement and ideological becoming: from individual practice to social meaningArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articleJournal articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85Cultura Educación SociedadArán, P. (2006). Nuevo diccionario de la teoría de Mijaíl Bajtín. Córdoba: Ferreyra Editor.Bakhtin, M. (1981). Discourse in the novel. In M. Holquist (Ed.). The dialogic imagination: Four essays by M. M. Bakhtin. (C. Emerson & M. Holquist, Trans.). Austin: University of Texas Press.Beatty, J., Leigh, J. & Dean, K. (2009a). Finding our roots: An exercise for creating a personal teaching philosophy statement. Journal of Management Education, 33(1), 115–130. https://doi.org/10.1177/1052562907310642Beatty, J., Leigh, J. & Dean, K. (2009b). Philosophy rediscovered: Exploring the connections between teaching philosophies, educational philosophies, and philosophy. Journal of Management Education, 33(1), 99–114. https://doi.org/10.1177/1052562907310557Bohnsack, R., Pfaff, N. & Weller, W. (Eds.) (2010). Qualitative Analysis and Documentary Method in International Educational Research. Barbara Budrich Publishers. Available from: http://library.oapen.org/handle/20.500.12657/29452Brookfield, S. (2017). Becoming a Critically Reflective Teacher. John Wiley & Sons.Cathcart, A., Greer, D. & Neale, L. (2018). About Teaching Philosophies. [Online]. Available from: https://teachingadvantage.org/about-teaching-philosophies/Chism, N. (1998). Developing a philosophy of teaching statement. Essays on Teaching Excellence, 9(3), 1–2. Available from: https://ucat.osu.edu/wordpress/assets/V9-N3-Chism.pdfColton, A. & Sparks-Langer, G. (1993). A conceptual framework to guide the development of teacher reflection and decision making. Journal of teacher education, 44(1), 45–54. https://doi.org/10.1177/0022487193044001007Fook, J. (2010). Beyond reflective practice: reworking the ‘critical’in critical reflection. In: H. Bradbury, N. Frost, S. Kilminster & M. Zukas (Eds.), Beyond reflective practice: New approaches to professional lifelong learning (pp.37–51). Routledge.Freedman, S. & Ball, A. (2004). Ideological becoming Bakhtinian concepts to guide the study of language, literacy, and learning. In A. F. Ball, S. W. Freedman & R. Pea Bakhtinian perspectives on language, literacy, and learning (pp. 3–33). Cambridge University Press. https://doi.org/10.1017/CBO9780511755002.001Holdway, J. & Hitchcock, C. H. (2018). Exploring ideological becoming in professional development for teachers of multilingual learners: Perspectives on translanguaging in the classroom. Teaching and Teacher Education, 75, 60–70. https://doi.org/10.1016/j.tate.2018.05.015Humphreys, P. (2020). Engage, empower, evolve: Developing an institutional teaching philosophy to engage staff. English Australia Journal, 36(1), 39.Johns, C. (Ed.). (2017). Becoming a reflective practitioner. John Wiley & Sons.Laundon, M., Cathcart, A. & Greer, D. A. (2020). Teaching philosophy statements. Journal of Management Education, 44(5), 577–587. https://doi.org/10.1177/1052562920942289Merkel, W. (2020). “What I Mean Is…”: The role of dialogic interactions in developing a statement of teaching philosophy. Journal of Second Language Writing, 48. https://doi.org/10.1016/j.jslw.2019.100702Nohl, A.-M. (2010). Narrative Interview and Documentary Interpretation. In: R. Bohnsack, N. Pfaff & W. Weller (Eds.) Qualitative Analysis and Documentary Method in International Educational Research. (pp.195–217). Barbara Budrich Publishers.Norris, C. (2002). Heteroglosia (heteroglossia). In M. Payne (Comp.), Diccionario de teoría crítica y estudios culturales. Buenos Aires: Paidós.Parr, G., Bulfin, S., Diamond, F., Wood, N. & Ceridwen O. (2020). The becoming of English teacher educators in Australia: a cross-generational reflexive inquiry. Oxford Review of Education, 46(2), 238–256. https://doi.org/10.1080/03054985.2019.1667319Schön, D. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass Publishers.Schön, D. (1983). The reflective practitioner. New York: Basic Books.Schönwetter, D., Sokal, L., Friesen, M. & Taylor, K. (2002). Teaching philosophies reconsidered: A conceptual model for the development and evaluation of teaching philosophy statements. International Journal for Academic Development, 7(1), 83–97. https://doi.org/10.1080/13601440210156501Sharma, B. & Phyak, P. (2017). Criticality as ideological becoming: Developing English teachers for critical pedagogy in Nepal. Critical Inquiry in Language Studies, 14(2-3), 210–238. https://doi.org/10.1080/15427587.2017.1285204Thompson, S. & Thompson, N. (2008). The critically reflective practitioner. Macmillan International Higher Education.Yeom, Y., Miller, M. A. & Delp, R. (2018). Constructing a teaching philosophy: Aligning beliefs, theories, and practice. Teaching and Learning in Nursing, 13(3), 131–134. https://doi.org/10.1016/j.teln.2018.01.004322311112https://revistascientificas.cuc.edu.co/culturaeducacionysociedad/article/download/3085/3229https://revistascientificas.cuc.edu.co/culturaeducacionysociedad/article/download/3085/3230https://revistascientificas.cuc.edu.co/culturaeducacionysociedad/article/download/3085/3231Núm. 1 , Año 2021 : Cultura Educación y SociedadPublicationOREORE.xmltext/xml2627https://repositorio.cuc.edu.co/bitstreams/411af124-d694-410c-b803-f8c5a0c30854/downloadbfeb29409b3602136fadf92f4d87bbefMD5111323/11341oai:repositorio.cuc.edu.co:11323/113412024-09-17 11:05:18.785https://creativecommons.org/licenses/by-nc-nd/4.0/CULTURA EDUCACIÓN Y SOCIEDAD - 2021metadata.onlyhttps://repositorio.cuc.edu.coRepositorio de la Universidad de la Costa CUCrepdigital@cuc.edu.co |