La construcción de la identidad del maestro practicante en la escuela

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Publicado: oct 15, 2013
Palabras clave:
identidad, identidad del maestro, maestro practicante, reflexión

Contenido principal del artículo

Diana Mayerly Díaz Benavides
Universidad Pedagógica y Tecnológica de Colombia, Tunja

Resumen

La incorporación de la reflexión en la práctica ha sido considerada en el campo de la educación como un medio para comprender el desenvolvimiento de los practicantes en un contexto determinado. En este artículo se reporta un estudio que tiene por objetivo describir la forma en que 10 maestros practicantes de un programa de lenguas extranjeras de una universidad pública de Colombia, manifiestan su identidad a partir de las experiencias que viven en la escuela. Reflexiones provenientes de los diarios de los maestros practicantes, reflexiones dialógicas y las observaciones del asesor durante las visitas a la escuela, demuestran que una vez los maestros practicantes se sumergen en el contexto escolar, se adhieren a su cultura e interactúan con ésta para tomar sus propias decisiones.

Detalles del artículo

Cómo citar
Díaz Benavides, D. M. (2013). La construcción de la identidad del maestro practicante en la escuela. HOW Journal, 20(1), 36–50. Recuperado a partir de https://www.howjournalcolombia.org/index.php/how/article/view/22
Número
Vol. 20 Núm. 1 (2013): HOW
Sección
Reportes de investigación

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Biografía del autor/a

Diana Mayerly Díaz Benavides, Universidad Pedagógica y Tecnológica de Colombia, Tunja

Diana Mayerly Díaz Benavides holds a BA in Foreign Languages from Universidad Pedagógica y Tecnológica de Colombia. She is currently an M.A. candidate in the Masters Program in Language Teaching at UPTC in Tunja. She works at Universidad Pedagógica y Tecnológica de Colombia in Tunja.

Citas

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