Los Encuentros de Innovación en Docencia Universitaria: un entorno para el aprendizaje colaborativo del profesorado y el alumnado

Leonor  Margalef García

doi:10.58265/pulso.5006

Authors

Leonor Margalef García Universidad de Alcalá

DOI:

https://doi.org/10.58265/pulso.5006

Keywords:

Higher education innovation, Teacher Professional Development, Community of Practices, Collaborative Learning

Abstract

The Innovation Workshops on Higher Education hosted by the University of Alcalá constitute an environment to create networks and relations between teachers and students. The aim of this paper is to analyze what is learned by students and teachers through this networking. First of all, the context in which these workshops take place and the theory behind these formative strategies are described. Second, the objective, methodologies and development of Workshops are described. Finally, some results and contributions are detailed. Among them we find the importance of these workshops to support the community of practice for professional development of teacher and to foster communication and collaborative learning with the students.

Downloads

Download data is not yet available.

References

Carbonell, J. (2001). La aventura de innovar. El cambio en la escuela. Madrid, Morata.

Cochran Smith, M y Lytle, S. (2003): «Más allá de la certidumbre: adoptar una actitud indagadora sobre la práctica». (p. 65-79).En Lieberman, A. and Miller, L. (2003): La indagación como base para el desarrollo profesional y la mejora de la escuela. Barcelona. Octaedro.

Cochran Smith, M. and Kim, M. (2002): «The Discourse of Reform in Teacher Education: Extending the Dialogue». Educational Researcher, 31, 6, 26–28. DOI: https://doi.org/10.3102/0013189X031006026

Clausen, K. Aquino, A. y Wideman, R. (2009): «Bridging the real and ideal: A comparison between learning community characteristics and school-based case study». Teaching and Teacher Education 25, 444-452. DOI: https://doi.org/10.1016/j.tate.2008.09.010

Fullan, M. (2002): Las fuerzas del cambio. Explorando las profundidades de la reforma educativa. Madrid, Akal.

Finkel, D. (2008): Dar clase con la boca cerrada. Valencia, Servicio de Publicaciones de la Universidad de Valencia.

Gimeno Sacristán, J. (2006). La reforma necesaria: Entre la política educativa y la práctica escolar. Madrid, Morata.

Iborra, A., García, D., Margalef, L. y Pérez, V. (2010): «Generating Collaborative Contexts to promote learning and development». In E. Luzzatto y G. DiMarco (Ed). Collaborative Learning: Methodology, Types of Interactions and Techniques. New York, Nova Science Publishers, 47-80.

James, M. & McCormick, R. (2009): «Teachers learning how to learn». DOI: https://doi.org/10.1016/j.tate.2009.02.023

Teaching and Teacher Education, 25, 973-982.

Levine, T. (2010): «Tools for the Study and Design of Collaborative Teacher Learning: The Affordances of Different Conceptions of Teacher Community and Activity Theory». Teacher Education Quartely, Winter, 109-130.

Margalef García, L. (2005): «La formación del profesorado universitario: análisis y evaluación de una experiencia». Revista Educación, 337, 389-402.

Margalef, L. y Álvarez, J.M. (2005): «La formación del profesorado universitario para la innovación en el marco de integración del Espacio Europeo de Educación Superior». Revista Educación, 337, 51-70.

Margalef, L. y Arenas, A. (2006): «¿Qué entendemos por innovación educativa? A propósito del desarrollo curricular». Perspectivas, 47, I, 13-31.

Margalef García, L.; Canabal García, C; Gavaldón Hernández, G. (2007): «La formación a través de estrategias reflexivas». En Margalef, L. Urquizu, C. y otros (20070): Experiencias de innovación docente en la Universidad de Alcalá. Alcalá, Servicio de Publicaciones de la UAH. 33-40.

Meirieu, Ph. (1998): Frankeinstein Educador. Barcelona, Laertes.

McLauhglin, M. y Talbert, J. (2006): Building School-based teacher learning

communities. Professional strategies to improve student achievement. Teachers College Press, Nueva York.

Nelson, T. (2008): Teachers’ Collaborative Inquiry and Professional Growth: Should We Be Optimistic? Science Teacher Education, 548-580. DOI: https://doi.org/10.1002/sce.20302

Snow-Gerono, J. (2005): «Professional development in a culture of inquiry. PDS teachers identify the benefits of professional learning communities». DOI: https://doi.org/10.1016/j.tate.2004.06.008

Teacher and Teaching Education, 21, 241-256.

Wegner, E. (1998): «Communities of Practice: Learning as a Social System». Systems Thinker; June.