Elementos del pensamiento complejo y la experiencia de sí en la transformación de la práctica docente

This article is the result of the reflexive process of investigation “Complex Thinking and the “Self-Experience” in the transformation of pedagogical practice”, in the Universidad de la Sabana in Colombia. The proposal utilizes Action Research methodology with a qualitative approach, the focus of wh...

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Autores:: Avella, Gloria Nelsy
Chamucero Ayala, María Amparo
Gómez Benítez, Luz Nancy
García Donato, Andrea del Pilar

Tipo de recurso:: Article of journal

Fecha de publicación:: 2019

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: spa

Description
Summary:	This article is the result of the reflexive process of investigation “Complex Thinking and the “Self-Experience” in the transformation of pedagogical practice”, in the Universidad de la Sabana in Colombia. The proposal utilizes Action Research methodology with a qualitative approach, the focus of which is to recognize the relevance of inquiry and reflection of the teaching staff with a view to the reconfiguration of pedagogical practices. The scope was initially considered descriptive because besides recognizing classroom contexts, cognitive and learning styles, as well as the observation and registration of our own classroom and of teaching peers, some changing traits in the work of the teachers were described throughout the research. The practice was oriented towards the promotion of cognitive skills of organization and information, from the development of complex thinking and the self-experience. The constant interactions among colleagues were consolidated as collaborative work spaces to validate joint contributions, which allowed recognizing one’s own and others’ abilities, and contributed to the dynamics and achievement of objectives. This led to the recognition and analysis of changes in pedagogical practices developed by the teachers-researchers, in three different classroom contexts (multigrade rural school, rural and urban baccalaureate), without reaching generalizations or the verification of educational theories. The socialization spaces were relevant to reorient, feedback and reconstruct aspects of professional teaching practice. The process generated continuous learning in the loop of permanent transformation, where cycles of observation, planning, action and reflection were articulated.

Elementos del pensamiento complejo y la experiencia de sí en la transformación de la práctica docente

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