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...
- 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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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 |
dc.date.issued.spa.fl_str_mv |
2006 |
dc.date.accessioned.spa.fl_str_mv |
2019-06-25T23:11:34Z |
dc.date.available.spa.fl_str_mv |
2019-06-25T23:11:34Z |
dc.type.spa.fl_str_mv |
Artículo de revista |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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info:eu-repo/semantics/article |
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info:eu-repo/semantics/publishedVersion |
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http://purl.org/coar/resource_type/c_6501 |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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Text |
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publishedVersion |
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https://repositorio.unal.edu.co/handle/unal/25111 |
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http://bdigital.unal.edu.co/16148/ |
url |
https://repositorio.unal.edu.co/handle/unal/25111 http://bdigital.unal.edu.co/16148/ |
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spa |
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spa |
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http://revistas.unal.edu.co/index.php/profile/article/view/11007 |
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 . |
dc.rights.spa.fl_str_mv |
Derechos reservados - Universidad Nacional de Colombia |
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http://purl.org/coar/access_right/c_abf2 |
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Atribución-NoComercial 4.0 Internacional |
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