Conceptualizing as regards educational change and pedagogical knowledge: how novice teacher-researchers’ proposals illustrate this relationship

Our insights regarding the relationship among the concepts of change, transformation, and innovation concerning pedagogical knowledge are present throughout the manuscript. We focus on the conceptualizations of change resulting from experiential and academic knowledge. Our shared perspectives as a t...

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Autores:
Piñeros Pedraza, Carolina
Quintero Polo, Álvaro
Tipo de recurso:
Article of journal
Fecha de publicación:
2006
Institución:
Universidad Nacional de Colombia
Repositorio:
Universidad Nacional de Colombia
Idioma:
spa
OAI Identifier:
oai:repositorio.unal.edu.co:unal/25111
Acceso en línea:
https://repositorio.unal.edu.co/handle/unal/25111
http://bdigital.unal.edu.co/16148/
Palabra clave:
Educational change
pedagogical
Rights
openAccess
License
Atribución-NoComercial 4.0 Internacional
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spelling Atribución-NoComercial 4.0 InternacionalDerechos reservados - Universidad Nacional de Colombiahttp://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Piñeros Pedraza, Carolina16040543-f744-4669-afb1-04932445acae300Quintero Polo, Álvaro0064426b-80a1-4b6d-a75a-898e26895b093002019-06-25T23:11:34Z2019-06-25T23:11:34Z2006https://repositorio.unal.edu.co/handle/unal/25111http://bdigital.unal.edu.co/16148/Our insights regarding the relationship among the concepts of change, transformation, and innovation concerning pedagogical knowledge are present throughout the manuscript. We focus on the conceptualizations of change resulting from experiential and academic knowledge. Our shared perspectives as a teacher educator and a student teacher from which to see teaching, learning, language, and literacy are also at the core of the discussion. We complement our discussion with theoretical information from specialized sources and practical experiences that have taken the shape of thesis and monograph projects. In them, we looked at reflections and questions about language and literacy in pedagogical practices, alternatives for school life experiences, the balance between theory and practice in educational contexts, and the social dimension of knowledge. Key words: Educational change, pedagogical knowledge, pedagogical innovation, teacher research Este artículo contiene la relación entre los conceptos de cambio, transformación e innovación relacionados con el conocimiento pedagógico. Nos concentramos en las conceptualizaciones de cambio resultantes del conocimiento experiencial y académico. La enseñanza, el aprendizaje, el lenguaje y la lectoescritura son vistas desde nuestras perspectivas compartidas como formador de educadores y docente principiante. Complementamos estas discusiones con información teórica y experiencias prácticas que han tomado la forma de tesis y monografías. En éstas, miramos el proceso de reflexión, el proceso de indagación acerca de lenguaje y lectura y escritura en prácticas pedagógicas, alternativas para experiencias de vida escolar, balance entre teoría y práctica en contextos educacionales y la dimensión social de conocimiento. Palabras claves: Cambio educacional, conocimiento pedagógico, innovación pedagógica, investigación por profesoresapplication/pdfspaUniversidad Nacional de Colombia, Facultad de Ciencias Humanashttp://revistas.unal.edu.co/index.php/profile/article/view/11007Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional DevelopmentPROFILE Issues in Teachers' Professional DevelopmentPiñeros Pedraza, Carolina and Quintero Polo, Álvaro (2006) Conceptualizing as regards educational change and pedagogical knowledge: how novice teacher-researchers’ proposals illustrate this relationship. PROFILE Issues in Teachers' Professional Development; Vol. 7, núm. 1 (2006): PROFILE 7, NO.1. Issues in Teachers’ Professional Development; 173-186 PROFILE Issues in Teachers' Professional Development; Vol. 7, núm. 1 (2006): PROFILE 7, NO.1. Issues in Tea .Conceptualizing as regards educational change and pedagogical knowledge: how novice teacher-researchers’ proposals illustrate this relationshipArtículo de revistainfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Texthttp://purl.org/redcol/resource_type/ARTEducational changepedagogicalORIGINAL11007-26131-1-PB.pdfapplication/pdf80994https://repositorio.unal.edu.co/bitstream/unal/25111/1/11007-26131-1-PB.pdf7f161db845556c408dfa42da5554e12eMD51THUMBNAIL11007-26131-1-PB.pdf.jpg11007-26131-1-PB.pdf.jpgGenerated Thumbnailimage/jpeg8501https://repositorio.unal.edu.co/bitstream/unal/25111/2/11007-26131-1-PB.pdf.jpg2c1884567c9518f753a11499072d5b15MD52unal/25111oai:repositorio.unal.edu.co:unal/251112022-10-28 23:02:26.396Repositorio Institucional Universidad Nacional de Colombiarepositorio_nal@unal.edu.co
dc.title.spa.fl_str_mv Conceptualizing as regards educational change and pedagogical knowledge: how novice teacher-researchers’ proposals illustrate this relationship
title Conceptualizing as regards educational change and pedagogical knowledge: how novice teacher-researchers’ proposals illustrate this relationship
spellingShingle Conceptualizing as regards educational change and pedagogical knowledge: how novice teacher-researchers’ proposals illustrate this relationship
Educational change
pedagogical
title_short Conceptualizing as regards educational change and pedagogical knowledge: how novice teacher-researchers’ proposals illustrate this relationship
title_full Conceptualizing as regards educational change and pedagogical knowledge: how novice teacher-researchers’ proposals illustrate this relationship
title_fullStr Conceptualizing as regards educational change and pedagogical knowledge: how novice teacher-researchers’ proposals illustrate this relationship
title_full_unstemmed Conceptualizing as regards educational change and pedagogical knowledge: how novice teacher-researchers’ proposals illustrate this relationship
title_sort Conceptualizing as regards educational change and pedagogical knowledge: how novice teacher-researchers’ proposals illustrate this relationship
dc.creator.fl_str_mv Piñeros Pedraza, Carolina
Quintero Polo, Álvaro
dc.contributor.author.spa.fl_str_mv Piñeros Pedraza, Carolina
Quintero Polo, Álvaro
dc.subject.proposal.spa.fl_str_mv Educational change
pedagogical
topic Educational change
pedagogical
description Our insights regarding the relationship among the concepts of change, transformation, and innovation concerning pedagogical knowledge are present throughout the manuscript. We focus on the conceptualizations of change resulting from experiential and academic knowledge. Our shared perspectives as a teacher educator and a student teacher from which to see teaching, learning, language, and literacy are also at the core of the discussion. We complement our discussion with theoretical information from specialized sources and practical experiences that have taken the shape of thesis and monograph projects. In them, we looked at reflections and questions about language and literacy in pedagogical practices, alternatives for school life experiences, the balance between theory and practice in educational contexts, and the social dimension of knowledge. Key words: Educational change, pedagogical knowledge, pedagogical innovation, teacher research Este artículo contiene la relación entre los conceptos de cambio, transformación e innovación relacionados con el conocimiento pedagógico. Nos concentramos en las conceptualizaciones de cambio resultantes del conocimiento experiencial y académico. La enseñanza, el aprendizaje, el lenguaje y la lectoescritura son vistas desde nuestras perspectivas compartidas como formador de educadores y docente principiante. Complementamos estas discusiones con información teórica y experiencias prácticas que han tomado la forma de tesis y monografías. En éstas, miramos el proceso de reflexión, el proceso de indagación acerca de lenguaje y lectura y escritura en prácticas pedagógicas, alternativas para experiencias de vida escolar, balance entre teoría y práctica en contextos educacionales y la dimensión social de conocimiento. Palabras claves: Cambio educacional, conocimiento pedagógico, innovación pedagógica, investigación por profesores
publishDate 2006
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dc.date.accessioned.spa.fl_str_mv 2019-06-25T23:11:34Z
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dc.relation.ispartof.spa.fl_str_mv Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional Development
PROFILE Issues in Teachers' Professional Development
dc.relation.references.spa.fl_str_mv Piñeros Pedraza, Carolina and Quintero Polo, Álvaro (2006) Conceptualizing as regards educational change and pedagogical knowledge: how novice teacher-researchers’ proposals illustrate this relationship. PROFILE Issues in Teachers' Professional Development; Vol. 7, núm. 1 (2006): PROFILE 7, NO.1. Issues in Teachers’ Professional Development; 173-186 PROFILE Issues in Teachers' Professional Development; Vol. 7, núm. 1 (2006): PROFILE 7, NO.1. Issues in Tea .
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eu_rights_str_mv openAccess
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