1. FORMACIN DE DOCENTES: ESCUELAS NORMALES, INICIAL, CONTINUADA Y AVANZADA DE DOCENTES EDUCACIN, INFANCIA Y FAMILIA EDUCACIN EN CULTURA FSICA Y DEPORTIVA

2. ISBN 978-958-316-91-8 universidad pedaggica nacional, 2009 universidad de antioquia, 2009corporacin interuniversitaria de servicios, 2009 Derechos exclusivos de publicacin y distribucin de la obraCorreccin de estilo, diseo y diagramacin: Fondo Editorial, UPN La responsabilidad de las opiniones que se exponen en las ponencias corresponde a sus autores. Copyright: Las ponencias de este libro pueden ser utilizadas citando la fuente. 3. por la universidad pedaggica nacional Rector: SCAR ARMANDO IBARRA RUSSI Vicerrectora Acadmica: CLARA INS CHAPARRO SUSA Vicerrector de Gestin Universitaria: GERARDO ANDRS PERAFN ECHEVERRI Divisin Gestin de Proyectos CIUP: YOLANDA LADINO OSPINA Oficina de Relaciones Interinstitucionales: Eliska Krausovapor la Universidad de Antioquia Rector: ALBERTO URIBE CORREA Vicerrector de Docencia: OSCAR SIERRA RODRGUEZ Vicerrector General: MARTINIANO JAIMES CONTRERAS Vicerrector de Investigacin: JAIRO HUMBERTO RESTREPO Vicerrectora de Extensin: MARA ELENA VIVAS LPEZ Vicerrector Administrativo: RUBEN ALBERTO AGUDELO GARCA Secretario General: CARLOS VSQUEZ TAMAYO Director de Postgrado: HERNANDO VELSQUEZ ECHEVERRI Director de Relaciones Internacionales: SEBASTIEN LONGHURST DELORME Decana Facultad de Educacin: MARTHA LORENA SALINAS SALAZAR Jefe Centro de Investigaciones Educativas y Pedaggicas: CARLOS ARTURO SANDOVAL CASILIMASpor la Corporacin Interuniversitaria de Servicios CIS Director Ejecutivo: JUAN ALBERTO GALLEGO BOTERO Subdirectora Administrativa: CLAUDIA PATRICIA FERNNDEZ GONZLEZ Subdirector de Proyectos: ELKIN ALONSO MONTIEL VSQUEZ 4. Un encuentro de voces, eco de pluralidades El Segundo Congreso Internacional y el VII Seminario Nacional de Investigacin en Educacin, Pedagoga y Formacin Docente, es un acontecimiento que prueba el protagonismo de la academia en medio de un perodo de crisis econmica que no acalla las voluntades y la gestin de quienes aspiran enriquecer las propuestas de un futuro posible mediante el compromiso social de las acciones. Liderado por dos universidades pblicas colombianas y con la participacin de otros centros de educacin superior y de numerosas entidades pblicas y privadas, el Segundo Congreso Internacional y el VII Seminario Nacional de Investigacin en Educacin, Pedagoga y Formacin Docente es expresin de cooperacin, solidaridad, credibilidad y responsabilidad social que congrega voces, divergencias y reflexiones en la construccin de redes acadmicas que permitan articularnos en la interlocucin, en la construccin de interacciones para la resolucin de problemas, para hacer ejercicio del libre desarrollo del pensamiento y de la creatividad. La disposicin es para un encuentro de goce intelectual, tejido por conversaciones diversas en la que 27 invitados internacionales y ms de 30 nacionales; se han propuesto visibilizar y hacer pblico el avance del conocimiento y de las reflexiones vigentes, aquellas que siguen siendo la preocupacin de los intelectuales de la educacin, podremos interactuar con las discusiones ms actuales en cuanto a la investigacin en educacin, pedagoga y formacin de maestros en los diferentes niveles de la enseanza y campos de la ciencia. Este encuentro posibilita nuevas formas de acercarnos a la educacin, a la enseanza, a la formacin, a las pluralidades que se expresan en prcticas y saberes para interrogarnos sobre cada uno y sobre el colectivo, para descifrar otras claves y llenarnos de preguntas sobre nuestro lugar de intelectuales, de sujetos polticos con capacidad de asombro. En ese contexto se a examinan los resultados arrojados por la investigacin en la enseanza en general y en las didcticas de las disciplinas especficas a travs de la experiencia, entendida como la accin pedaggica colmada de reflexin y sentido. La agenda de este certamen contempla 15 ejes temticos en torno a los cuales se congregan diversos grupos de inters acadmico atravesados por la idea del cambio del tiempo, es decir, por la apertura a la simultaneidad y a la complejidad. Ocupa un lugar central la preparacin de formadores asumida como una tarea decisiva en la responsabilidad de una educacin que busca cumplir su papel mediador en la formacin de sujetos capaces de leer el mundo contemporneo y proponerle alternativas. La investigacin al servicio de una educacin incluyente y de calidad, en un mundo diverso y globalizado, lema del congreso, pretende dar un lugar sustantivo a la indagacin como elemento fundamental del pensamiento que problematiza, que cuestiona, que examina, que entiende e incide en la formacin de los educadores como actores sociales protagnicos de cualquier proyecto cultural y poltico de orden nacional o global. Sin duda, es sta una oportunidad de participacin en un escenario abierto a la diversidad y a la inclusin, para dejar ver y hallar otras formas de mirar nuestro ejercicio de intelectuales, para validar lo que hacemos y ponerlo en perspectiva de lo que se hace en otras latitudes. Marta Lorena Salinas Decana Facultad de Educacin Universidad de Antioquia[4] 5. contenido FORMACIN DE DOCENTES: ESCUELAS NORMALES, INICIAL, CONTINUADA Y AVANZADA DE DOCENTES 9Dilemmas and Development in The Education of Teachers of Young Children Lilian G. Katz 10 Formacin docente inicial: qu es lo que forma? Mara Laura Eder22Los cambios en el paradigma de la formacin profesional (currculo por competencias, flexibilizacin educativa, crditos acadmicos, pasantas estudiantiles, acreditacin institucional, licenciamiento profesional y recertificacin de competencias) Claudio Rama 32 Los estilos pedaggicos en la formacin continuada de los docentes Mara Mercedes Callejas Restrepo51La escuela real como espacio de resignificacin del ser profesor y de significacin de la accin profesional Marcela Bobadilla Goldschmidt, Ana Vernica Crdenas Prez 62 Desarrollo de competencias profesionales en docentes de escuelas normales Alberto Ibarra Garca 70 Expedicin pedaggica de los ciclos complementarios: aportes hacia la construccin de polticas educativas para la formacin de maestros en Colombia Ana Mara Cadavid R., Lina Marcela Quintana, Diana Alejandra Aguilar78Cmo investigar las prcticas pedaggicas? Un estudio sobre el aprendizaje de la profesin docente en contextos de formacin inicial, insercin y desempeo profesional Liliam Alicia Almeyda Hidalgo 86La intelectualidad y el pensamiento del maestro. Demandas y desempeos: una tensin Guillermo Echeverri Jimnez96Una lectura del saber pedaggico como objeto epistemolgico a partir del discurso de actores de la formacin inicial docente Emily Dobbs Daz, Ana Mara Soto Bustamante104Los saberes haceres del docente. Una mirada compleja desde la rutina a la cotidianidad. Representaciones sociales de los profesores de secundaria sobre su formacin y prctica docente Ins Lozano Andrade 112 La formacin del profesorado de educacin bsica en Mxico. Un punto de vista cognitivo. Mara del Carmen Gabriela Flores Talavera134Formacin permanente de profesores a partir de la creacin de sentido desde una experiencia de innovacin curricular Mara de Lourdes Garca Vzquez 148[5] 6. II CONGRESO INTERNACIONAL Y VII SEMINARIO NACIONAL DE INVESTIGACIN EN EDUCACIN, PEDAGOGA Y FORMACIN DOCENTE, Medelln 2009El quehacer docente en el aula de clase frente a los procesos metacognitivos y autorreguladores del aprendizaje: facilidades e interferencias Marianita Marroquin Yerovi 157 Ahora s! Entre la esperanza y el desencanto del formador de docentes en la escuela normal Eduardo Mercado Cruz166Profesores principiantes: un campo emergente en la investigacin sobre formacin de docentes Mara Mercedes Jimnez Narvez175La formacin de docentes: un problema metodolgico Jos Ambrosio Ochoa Olvera185Alcances de estrategias de formacin permanente, desde la perspectiva de docentes participantes en procesos de cualificacin Sonia Helena Castellanos Galindo192Estrategias para el desarrollo de las capacidades cerebrales. Proyecto Espiga Marta Vlez de Fonnegra205Recuperando la capacidad de asombro. La investigacin-accin en la formacin docente. Anlisis de una experiencia Cecilia Dobles Trejos, Sara Gmez Tobn216El Docente Investigador, una complejidad discursiva de observacin Esperanza Pina de Valderrama225Profesionalizacin docente y la nocin maestro investigador: en perspectiva global-local Juan Pablo Surez Vallejo234Calidad del profesorado: un modelo de competencias acadmicas Marcelo Andrs Saravia Gallardo245El Emilio: conocimiento e instruccin Martha Soledad Montero Gonzlez261Reflexin del proceso de formacin de maestros desde una IA educativa Robert Alfredo Eusctegui Pachn, Stella Pino Salamanca275Los procesos de formacin docente, dentro de la educacin media, estudio de caso Preparatoria N. 1 del Estado de Chiapas Hugo Armando Aguilar Aguilar283EDUCACIN, INFANCIA Y FAMILIA294La educacin infantil y la formacin de profesores: la investigacin como instancia formativa Patricia M. Sarl295La infancia en transformacin: un reto para la educacin Luz Magnolia Prez Salazar305dgp ciup Universidad Pedaggica Nacional, Facultad de Educacin Universidad de Antioquia [6] 7. FORMACIN DE DOCENTES: ESCUELAS NORMALES, INICIAL, CONTINUADA Y AVANZADA DE DOCENTESConcepciones de infancia en el quehacer pedaggico del maestro infantil en formacin inicial Flix Fernando Dueas Gaitn, Sandra Patricia Rojas Rojas, ngela Andrea Perilla Martnez, Nubia Esperanza Guerrero Parada, Roger Beleo Palma, Abel Alfonso Tabares, Grupo de Investigacin Institucional 311 Acciones y creencias del Educador Infantil (EI). Un modelo de interaccin pedaggica para la reflexin y mejora de la prctica Maribel Vergara Arboleda 326 Pertinencia social de la formacin acadmica y profesional del egresado de la licenciatura en pedagoga infantil de la Universidad de Antioquia Blanca Luz Gutirrez Londoo, Viviana Mara Viana Guerra, Yudy Milena Marn Duque, Mery Johana Posada Castao, Luz Mery Cardona Bedoya340Creencias sobre ldica de un grupo de docentes que trabaja en el nivel preescolar de la ciudad de Bogot Martha Leonor Ayala Rengifo, Mara Consuelo Martn Cardinal 350Programa educador familiar: Herramienta de prevencin y convivencia Andrs Eduardo Quiroz Alfonso y Roco del Pilar Arias Moreno361Estado del arte de las investigaciones sobre la atencin y desarrollo de la primera infancia en el municipio de Medelln, entre 1994 y 2005 Jakeline Duarte Duarte369Aprendiendo de mi salud entre contextos y cuentos: una ruta pedaggica para convertir la hospitalizacin infantil en una experiencia de aprendizaje para la salud y la vida Erika Moreno Cadavid, Ana Mara Piedrahita Velsques379Comprensin de la relacin adulto-nio en el mbito educativo: un camino para prevenir el maltrato infantil Clara Ins Carreo388EDUCACIN EN CULTURA FSICA Y DEPORTIVA397Una mirada a la didctica de la educacin fsica Jos Orlando Pachn Moreno398Investigacin en educacin fsica: la rebelin de la revelacin Luis Guillermo Jaramillo Echeverri 412Influencia de la ctedra de Educacin Fsica frente a los estilos de vida de la poblacin escolar del departamento del Huila Carlos Alberto Ramos Parrac, Jos David Lpez Laiseca Jaime Monje Mahecha, Cristian Javier Figueroa Caldern419Experiencias educativas basadas en las polticas institucionales de la Universidad Iberoamericana del Deporte para mejorar la prctica profesional Yumary Lima Ruiz427[7] Ii Congreso Internacional y VII Seminario Nacional de Investigacin en Educacin, Pedagoga y Formacin Docente, Medelln 2009 8. II CONGRESO INTERNACIONAL Y VII SEMINARIO NACIONAL DE INVESTIGACIN EN EDUCACIN, PEDAGOGA Y FORMACIN DOCENTE, Medelln 2009La clase de Educacin Fsica, una indagacin desde el imaginario de los estudiantes de pedagoga en Educacin Fsica de la Universidad Autnoma de Chile-Talca Aquiles Alejandro Almonacid Fierro437Los saberes en la formacin profesional de los profesores y licenciados en Ciencias Biolgicas de la Universidad Nacional de San Lus. (UNSL), Argentina Miryam Polanco, Anglica Gil447Accin docente y proceso de formacin integral de nios y nias de los centros preescolares de la fundacin del nio en el Estado Monagas (hacia un modelo de atencion no convencional) Romina Zamora449Cambios de planes de estudio: decisin poltica o pedaggica. El caso del profesorado de biologa de la Universidad Nacional de San Luis. (Argentina) Maria Angelica Gil, Liliana Moreno, Mara Junqueras, Mnica Gatica, Martn Rodriguez, Patricia Garelis, Laura Sosa, Alicia Andersen, Noem Rodriguez, Susana Tripole459Relacin entre el quehacer docente y el perfil de egreso basado en competencias de la carrera pedagoga bsica de la Universidad de Magallanes Jos Antonio Vidal Prez463La biblioteca pblica como ambiente educativo para el encuentro ciudadano Yicel Nayrobis Giraldo Giraldo, Gloria Elena Romn Betancur474dgp ciup Universidad Pedaggica Nacional, Facultad de Educacin Universidad de Antioquia [8] 9. formacin de docentes: escuelas normales, inicial, continuada y avanzada de docentes 10. Dilemmas and Development in The Education of Teachers of Young Children Lilian G. Katz University of Illinois At the outset of this presentation I must acknowledge that there are many countries represented here about which I know far too little to be sure that my comments will be useful. The ideas and suggestions I want to share with you today are based on many years of experience and study mainly in the North America, although I have worked with our colleagues in more than fifty other countries. I must therefore leave it to you to decide what is relevant and useful in your country with its own trends, constraints and traditions with which I am not familiar.Introduction In most countries there are many different groups who are concerned about the education of teachers: national government authorities, provincial or state agencies, local school authorities, professors, instructors and lecturers who are responsible for training teachers, the students themselves as well as practicing teachers, and of course, ultimately the children we serve and their families as well. In the USA today, the education of teachers is a topic of constant public and professional discussion, argument and criticism. More generally, in the USA many believe that whatever is wrong with our society, particularly our economy, is the fault of our schools, and schools are not as effective as they should be because of the teachers who need more, or better, or different training. The constant criticism of education is focused primarily on elementary and secondary school teachers rather than on teachers of younger children. When it comes to teachers of young children. (that is, before the beginning of elementary school usually referred to as preschool) there seems to be a common belief that anybody, or I should sayany woman can teach the little ones, based largely on maternal instinct. Furthermore, in the US, the teachers of our youngest children are poorly paid and in far too many cases have very little professional preparation. But, poor working conditions, and low levels of teacher education at the preschool level are common problems in many other countries as well. All of this current discussion about teacher educationat least in the USis occurring at a time when economists have become very vocal about the long-term benefits of high quality preschool education. Economists have shown that high quality early childhood, that is, preschool education, saves a lot of money in the long run. (see http://nces.ed.gov/ecls). This strong belief that good quality preschool education can have big long-term economic as well as educational benefits has raised the issue of how to define good quality. (Katz, 1992). A number of studies have shown that the quality of preschool programs is related to the amount of training and the qualifications of the teachers. For example, in reviewing the research studies on the quality of preschool programs. (Kontos and Wilcox-Herzog. (2002), reported that the amount of professional preparation of the teacher or caregiver was related to the amount of encouragement they gave to the children. It was also related to the extent [10] 11. FORMACIN DE DOCENTES: ESCUELAS NORMALES, INICIAL, CONTINUADA Y AVANZADA DE DOCENTESto which they promoted childrens verbal skills. Another study produced similar results in showing that the more education the teacher had, the more likely he or she was to engage in social interaction and conversation with the children. (See also Mims et al, 2008) We now know that extended interactions between adults and young children, such as conversations, can have strong positive effects on childrens cognitive and intellectual growth. (Blair 2002). However, it should be kept in mind that the factors that contribute to the kinds of interactions teachers have with young children are very complex. Many young children are shy in the presence of adults who are new to them. Some are not accustomed to extended conversations with adults. It often takes time for some children to get used to interacting with those who are not part of their family or their neighborhood, or their own culture or ethnic group. Helping young children to overcome these difficulties requires great skillsocial as well as intellectual skillon the part of the teacher.Issues in the Education of Teachers I propose to discuss some of the major issues in the education and training of teachers of young children in two parts. In the first part I will outline four of the major dilemmas that we must address as we plan how best to train teachers. The second part is a brief discussion of the developmental stages of teachers and the kinds of support that would be appropriate at each stage.Part I. Dilemmas in teacher education There are many dilemmas facing teacher educators. (Katz y Raths, 1992). I use the term dilemma here to refer to a situation in which those who prepare teachers must make a choice between two courses of action, each of which has problems. By definition, a dilemma is a predicament in which there are advantages as well as disadvantages to the choices of each of the two possible actions. In other words, each of the two horns of the dilemma has both advantages and disadvantages. A dilemma then, is a situation in which perfect alternatives are not available, and each of the two choices that are available can have both negative and positive effects. As such, a dilemma it is not a matter of choosing between right and wrong; it requires making a choice between two different kinds of rights and wrongs. My argument here is that these dilemmas may help to account for both the apparent low level of effectiveness of much teacher training, and for the frequent dissatisfaction attributed by many to teacher education, students as well as school agencies and administrators.Dilemma #1: Emphasis on Current Versus innovative Practices One of the major dilemmas for teacher educators is whether to train students to teach according to the current typical standard pedagogical practices in preschools and schools or, instead, to use up-dated innovative practices. If we do the former. (train them in current practices), we would be in a situation in which would be teaching students to use methods we ourselves as teacher educators often do not agree with. On the other side of the dilemma however, if we could choose to prepare our students to use more modern recently developed or innovative pedagogical approaches that we have good reason to believe would be more beneficial to the children there would be other problems. Each of the two choices of this dilemma has advantages as well as disadvantages. [11] Ii Congreso Internacional y VII Seminario Nacional de Investigacin en Educacin, Pedagoga y Formacin Docente, Medelln 2009 12. II CONGRESO INTERNACIONAL Y VII SEMINARIO NACIONAL DE INVESTIGACIN EN EDUCACIN, PEDAGOGA Y FORMACIN DOCENTE, Medelln 2009Advantages of emphasizing current practices There are advantages to teaching our college students to use current typical pedagogical practices that most local teachers use or that the authorities require even though we who are training teachers the professors, lecturers or instructors in teacher education programs disagree with them. I am not aware of the situation in all other countries; but in the US and some other countries, those who prepare teachers are more in favor of what we call developmentally appropriate practices. On the other hand, school officials, government officials and most parents tend to prefer more academic formal traditional teaching methods, even for young children. If student teachers are trained to use current traditional formal methods of teaching, then they are likely to adjust more easily when they start their jobs as teachers than if they are taught to use more innovative developmentally appropriate methods. Student teachers trained in standard traditional practices would quickly feel comfortable and confident in their new role in the classroom. They could also seek advice and suggestions from their more experienced colleagues who use these traditional methods and who will be sympathetic with the new teacher who is just starting to learn what they themselves already know. Indeed, there is some evidence that beginning teachers, at least, teach the way they themselves remember being taught when they were about six years old, even though they are now teaching preschoolers! Furthermore, when teacher educators emphasize current standard practices they are usually more readily accepted by teachers in the schools and preschools. There is also some evidence to suggest that experienced teachers in the schools tell students and new teachers that they are now in the real world which they say teacher educators do not know enough about, and therefore their points of view should not be taken seriously. In addition, there is some evidence that when teacher educators emphasize innovative developmentally appropriate rather than traditional practices, the student teachers often form a kind of united front with the teachers in the schools where they are having their practicum experiences. They identify with the teachers and see them as their allies against the professors and lecturers, and give less importance to what the latter have to offer.Disadvantages of emphasizing current standard practices On the other side of the dilemma, however, is the idea that those who educate teachers are expected to find ways to improve typical practices in the schools based on new knowledge and research about childrens development and learning. If the professors, lecturers and instructors simply encourage their student teachers to use traditional formal pedagogical practices currently in use, then student teachers would not really need a few years of training; in fact, teacher education colleges would not be necessary. Those wishing to become teachers could just spend some timeperhaps a half a year or morein a classroom with a teacher who uses traditional pedagogical practices, and learn from observing her and copying her behaviors and activities, and learn all that will be needed from such direct experience and observation. If student teachers are trained by their instructors to use innovative practices they might become very discouraged when they begin their in-school experience, and they may feel totally unprepared for what they encounter in the real world. When it comes to teaching young children, developmentally appropriate teaching methods are more difficult to learn than for-dgp ciup Universidad Pedaggica Nacional, Facultad de Educacin Universidad de Antioquia [12] 13. FORMACIN DE DOCENTES: ESCUELAS NORMALES, INICIAL, CONTINUADA Y AVANZADA DE DOCENTESmal traditional instructional methods. Such developmentally appropriate practices require careful observation and listening to the children and great sensitivity in responding to them.Dilemma #2: Coverage Versus Mastery All teachers at every level of every subject confront conflicting pressures concerning the extent to which to emphasize coverage1 of the topics in the field versus mastery of the knowledge and skills to be learned. In this sense, all teachers at every level are pulled in opposite directions: the more information, concepts, ideas, theories, etc. that are covered, the less of them can be mastered. The wider the scope of the content and skills, the less mastery of them can be achieved, and vice versa. We cannot do equal justice to both coverage and masteryin any field of education or any professional training program. In teacher education there is constant pressure to expand the curriculum so as to cover more content. In recent years we have added in studies concerning diverse cultures, second language learning, extensive elaboration of special needs topics, teacher-parent relationships, and so on. Rarely is it proposed that an element or topic in a course be dropped. In the US, recent teacher education reform papers urge us to reduce coverage of classes about teaching methods in favor of greater mastery of the content student teachers will ultimately be teaching. In the early childhood field, special attention to relationships between teachers and parents, parent education, and parent involvement are topics that should be included in teacher preparation courses.Advantages of emphasizing coverage One of the significant features of teaching young children is that, rather than being subject matter oriented, it requires an integration of the curriculum. Thus, our student teachers need to be generalists with a wide range of knowledge. They have to be ready to help young children learn a wide range of topics: a wide range of science-related topics, elements of mathematics, stories, songs, physical activities, etc., etc., Even though it is unlikely that student teachers will master the wide range of knowledge that may form the basis of their teaching young children, the greater coverage will help them when the curriculum and childrens interests require them to do so. Furthermore, our teacher education students who are learning to teach young children might be employed in widely diverse types of settings and institutions. It is therefore difficult to predict in advance what knowledge will be most useful. Thus it would seem to be a good safety measure to expose them to as much information and knowledge as possible about the diversity of children and the communities in which they may become employed.Disadvantages of the coverage emphasis The main problem in choosing the coverage side of the dilemma is that it offers a teacher education course that might be called the smattering approach. Under these conditions, our student teachers are likely to feel under fairly constant pressure to cram lots of information into their minds rather than to study, just in order to get through the required assignments and examinations. Such experience over the period of the course is unlikely to strengthen1 In English, the term coverage refers to the amount of information and knowledge the teacher intends the students to learn. [13] Ii Congreso Internacional y VII Seminario Nacional de Investigacin en Educacin, Pedagoga y Formacin Docente, Medelln 2009 14. II CONGRESO INTERNACIONAL Y VII SEMINARIO NACIONAL DE INVESTIGACIN EN EDUCACIN, PEDAGOGA Y FORMACIN DOCENTE, Medelln 2009the disposition to delve into problems and to take responsibility for ones own learning. Furthermore, while the wide range of information, ideas and skills covered may be relevant and useful, lack of sufficient mastery implies that they are not very likely to be retrieved and employed under the pressure of the real world of action in a classroom. It would therefore not be surprising to find that student satisfaction with such courses is low and their impact is low.Advantages of an emphasis on mastery Given the finite period of time for teacher preparation, would it not be wiser to choose the approach to achieve greater mastery of a narrower range of content and techniques? Are there some techniques that should be designated as having such high priority that their mastery should be emphasized at the expense of the greater coverage? Another way to look at the choices at hand is to consider which alternative might be related to the acquisition of desirable dispositions. Dispositions have been defined as habits of mind or tendencies to respond in certain characteristic ways to categories of situations. (Katz y Raths, 1985). It seems to me that emphasis on mastery rather than on coverage is more likely to support the development of the disposition to seek mastery and further knowledge as part of ones professional career which, in turn, can be assumed to impact professional competence and development. Another aspect of this dilemma is the question: Can the early childhood profession agree on what knowledge and skills are essential and must be covered? Does the specific content really matter? How much child development knowledge, and of what kind of child development knowledge is really necessary? How much of the history of early childhood education is necessary? How much philosophy of education is essential? Furthermore, it is not clear to what extent there is repetition in the content of teacher education classes, a not uncommon complaint among student teachers. The decision to emphasize mastery. (vs. coverage) would require some agreement concerning which knowledge, skills and techniques are most worth learning and which can be omitted. Can we come to some consensus on this question? It may be that, of the two alternatives in this dilemma, mastery of content worthy of high priority is the preferred choice, primarily because it is likely to allow for greater attention to the cultivation and strengthening of professional dispositions that can be expected to serve the teacher training students in the long term. For example, the dispositions to be resourceful, experimental and to consider and try alternative approaches to working with children and parents should be addressed. Similarly, the dispositions to be accepting, nurturing, thoughtful, open to fresh ideas, and so forth, can be more easily addressed when the teacher education program is less preoccupied with knowledge and topic coverage, and allows time to delve deeply into a smaller range of topics. Students can consider in depth what techniques are available and to consider issues of appropriateness, context, situational constraints, and the pros and cons of various practices. In-depth examination of a few central topics could be offered so as to encourage our students to manifest the disposition to be reflective, to look up sources and resources, and to consult others, for example. Emphasis on coverage of a wide range of topics and techniques may engender a distaste for study, a feeling of having to cram ones mind with collections of vaguely related facts, a laundry list of techniques, and in the process develop an aversion to studying. Such a program may weaken the disposition to go on learning, or to use the skills acquired under such pressure. Indeed, it may not be so important what specific content is offered; but rather whether the content of courses provided is relevant and rich.dgp ciup Universidad Pedaggica Nacional, Facultad de Educacin Universidad de Antioquia [14] 15. FORMACIN DE DOCENTES: ESCUELAS NORMALES, INICIAL, CONTINUADA Y AVANZADA DE DOCENTESDilemma #3: Thematic Versus an Eclectic Approach Another dilemma concerns whether a teacher education program should adopt a particular pedagogical model. (such as Montessori, High/Scope, and others), a particular philosophy. (for example, constructivism, post-modernism, Waldorf/Steiner philosophy, and so on), or a particular theme toward which all the content and skills covered and mastered in the component courses are oriented. It seems reasonable to assume that when messages from all their instructors are in harmony or consistent philosophically and theoretically, the program will have a greater and longer impact on students professional practices. Or should our student teachers be exposed to an eclectic and diverse array of competing approaches to early childhood teaching? Is not the exposure to competing ideas and methods one of the major values of a higher education? Furthermore, if a single theme or pedagogical approach is going to be adopted by a program, how would it be selected? What criteria should be used as a basis for selection? Which of the two alternatives of this dilemma will have greatest impact on our students? Which will be most satisfying to them? There is reason to believe that a program organized around a coherent single theme or unified approach to teaching will have a deeper and more enduring impact on graduates than an eclectic program that offers students a wide range of alternative approaches.Advantages of a thematic approach A teacher education program organized around a coherent theme or philosophy would have to be offered by a team that takes a common or united position on what constitute appropriate practices, and in a sense, indoctrinates students into that view. As suggested above, there are many examples of such an approach. (for instance, Montessori training) that seem to have a lasting impact on graduates.Disadvantages of a thematic approach However, such a doctrinaire approach is antithetical to the ethos of a university or institution of higher learning that proposes openness to all alternative points of view. Furthermore, in a scholarly setting, which typically prizes and rewards individual scholarship often cultivating competition among faculty for star status, teamwork among faculty members is often difficult to achieve.Disadvantages of an eclectic approach The eclectic approach also presents problems for teacher education students. Student teachers are typically likely to be at a stage of development in which clear unambiguous guidelines and tips for teaching are sought. The exposure to competing approaches to teaching could become a source of confusion and anxiety, and hence dissatisfaction. Under these circumstances it would not be surprising for teacher education students to dismiss the college staff as unable to get its act together. (as some undergraduates have put it) and to form a united front with cooperating or practicum teachers against the influence of university instructors. (see Zeichner y Liston, 1987). The eclectic approach also affects relations between colleagues. How can advocacy of a preferred approach to teaching by one member of the teaching staff occur without casting [15] Ii Congreso Internacional y VII Seminario Nacional de Investigacin en Educacin, Pedagoga y Formacin Docente, Medelln 2009 16. II CONGRESO INTERNACIONAL Y VII SEMINARIO NACIONAL DE INVESTIGACIN EN EDUCACIN, PEDAGOGA Y FORMACIN DOCENTE, Medelln 2009aspersions upon the judgment of colleagues who espouse other views? Such a situation presents difficult ethical as well as pedagogical conflicts. How is it possible to assert that approach A is developmentally appropriate without suggesting that approach B is not? To suggest to teacher education students that they study the array of alternative approaches and select for themselves the one most compatible with their own predilections while they are typically at the stage in their own development when they coerce instructors into providing clear prescriptive tips for teaching seems impractical. In addition, our student teachers often press for clear guidelines concerning specific course requirements such as the length of term papers, points awarded for each assignment and exam questions and explicit criteria by which to obtain an A or high mark in their courses. Student teachers concerns with these kinds of academic procedures are a function of their previous educational experiencesthe procedures by which they achieved their current statusand their current developmental stage. There is reason to believe that a program organized around a coherent single theme or unified approach to teaching will have a deeper and more enduring impact on graduates than a teacher education that offers students a wide range of alternative approaches. However, as yet, no evidence to support this proposition is available. In considering this aspect of the dilemma, it is useful to apply the feed forward hypotheses, namely, that teacher training consists largely of providing our students with answers to questions not yet asked. On the other hand, when student teachers questions are answered, they may feel satisfied at the time, but when they evaluate their training retrospectively perhaps five years later, when they are on the job, their evaluations become more negative. Similarly, training experiences evaluated negatively at the time they are being experienced may, in retrospect be re-evaluated positively. In other words, the experiences student teachers have in their training course do not change, but the meaning and value and benefits attributed to them may change with increasing professional service.Dilemma #4 Affective Versus Evaluative Emphasis Part of a teachers role at every level is to address learners needs for support and encouragement. The affective aspects of teaching refer to this important part of our work in which we express and convey feelings of support, understanding and acceptance of the learner. Some teacher education programs emphasize the supportive and pastoral functions of the staff more than others. On the other hand, it is also part of every teachers role to evaluate learners progress. Evaluation refers to the regular features such as testing, assigned grades or marks to students paper, and also deciding whether to approve or disapprove a students practices. These evaluation strategies are intended to help us to exclude weak or inept recruits from entering the profession.Advantages of the affective emphasis Advantages of an emphasis on the affective aspects of the teacher educators role is that most students in teacher education programs need some emotional support and encouragement to help them through the rough spots. In our field in particular, we have many mature students who have heavy family responsibilities in addition to being students. Teacher educators, especially in their roles as supervisors of teaching practice, are sometimes subjected to strong pressure from students for nurturance and support. Students frequently seek encouragement to keep them going, and to try again, to continue in spite of fumbling first efforts. dgp ciup Universidad Pedaggica Nacional, Facultad de Educacin Universidad de Antioquia [16] 17. FORMACIN DE DOCENTES: ESCUELAS NORMALES, INICIAL, CONTINUADA Y AVANZADA DE DOCENTESThe major advantage to emphasizing the helping and nurturing aspects of the education and supervision of student teachers is that they are likely to feel fairly satisfied with their training experiences.Disadvantages of the affective emphasis The disadvantages of emphasizing the affective side of the dilemma is that the provisions of strong support and encouragement may inhibit the development of students independence and self-reliance, thereby slowing the processes involved in maturing. Furthermore, the tutor or lecturer often has to choose between continuing to offer support in the hope that a weak student teacher will ultimately improve, versus counseling the student out of the program. Clearly not all of our students are likely to become good teachers. If the supervisor/teacher educator of lecturer waits too long to give critical feedback to the student teacher it may become too late to deny certification to a student who has already invested a lot of time and effort and even funds in his or her professional preparation and education. There is a sense in which strong emphasis on the affective aspects of relationships between teacher trainers/tutors and student teachers distinguish the ethos of the early childhood education department from other departments in the tertiary or university institution. While some may see this as a desirable distinction, many will take the view that early childhood educators are fuzzy minded and softheaded and sentimental. They may be seen as less exacting than colleagues in other branches of higher education, and as squeamish about applying high standards and making tough decisions about student achievement.Advantages of the emphasis on evaluation The teacher educators gate-keeping role requires realistic evaluation of students progress and counseling poor students out of programs when necessary. Furthermore, when concern with standards and evaluation is optimally salient to students, a sense that the ethos of the teacher education program is a serious one is conveyed to students. I suggest that a teacher education course should impose an optimal level of stress or pressure for accomplishment such that participants believe that they are being prepared for a profession for which the learning requires real effort and even some. (optimal) stress and also, that they are preparing for a profession into which not everyone is admitted.Disadvantages of the emphasis on evaluation Realistic evaluation requires an optimal distance between the trainer/tutor and the students. (Katz, 1985). Student teachers may interpret the distance as a lack of caring and be discouraged by it. One kind of student teacher response may be to form close emotional bonds with their cooperating or practicum teachers and, as already suggested, together they may form and alliance against the college staff. In sum, when teacher educators emphasize their supportive functions, they may admit into the teaching profession some students who might become poor teachers. If, on the other hand, they choose to emphasize their evaluative duties, some students who might have become good teachers may be excluded. After all, some student teachers will improve with the nurturance and support of a supervisor, but some will not. Which error is preferable? How can both responsibilitiesto be nurturant and to be evaluativebe optimized? Critical feedback to students can be more helpful and less debilitating when it is offered in the context of a genuine and trusting relationship. The development of such relationships [17] Ii Congreso Internacional y VII Seminario Nacional de Investigacin en Educacin, Pedagoga y Formacin Docente, Medelln 2009 18. II CONGRESO INTERNACIONAL Y VII SEMINARIO NACIONAL DE INVESTIGACIN EN EDUCACIN, PEDAGOGA Y FORMACIN DOCENTE, Medelln 2009is highly labor-intensive. They require constant informal contact between staff and students and it would be necessary for the teacher trainer to be easily and readily available to students for frequent and constant consultation, not just at times of crisis, but on a regular basis. This ready availability is difficult if staff members are also expected to be productive scholars and researchers as well as leaders in their professional organizations. In sum, it is most likely the case in all professions that the training and education required to enter into it presents us with many dilemmas and few clearly right or wrong answers to basic questions about our work. We come together at this conference to exchange views about which might be the least worst errors!Part 2: A Developmental Approach to Learning to Teach Many years ago I was invited to give a lecture to all the elementary school teachers in a nearby small city. When I asked the district authority what I should talk about, she suggested that I just talk about good teaching. I then said to him that what might be of interest to the senior experienced teachers would probably not be helpful to the brand new teachers, and if I focus on being helpful to the new teachers, the experienced teachers would most likely be bored. That conversation got me started on thinking about learning to teach, and that having a career as a teacher can be thought about as a developmental process. (Katz, 1972). The concept of development and associated developmental stages has a long history in the field of early childhood education. I use the term in its modern sense to mean that much learning occurs in some kinds of sequences so that thought and behavior improve in adaptiveness to the environment in which the individual lives and works. In other words, no one can begin a social role, such as that of a teacher or a priest or a banker or prime minister or a physicianas a veteran. Beginners are beginners in every job! In most cases competence in any job improves with experience and the practice that comes with it. Most experienced teachers believe or feel that they were less competent during their first month or first year of teaching than during their fifth one, all other things being equal. It seems to me therefore meaningful as well as useful to think of teachers themselves as having developmental sequences or stages in the growth of their professional competence. Furthermore, I suggest that the challenges or tasks at each developmental stage of a teachers career have particular training needs so that the support that can help teachers with their work should change as they develop.The First Stage of Professional Development: Survival Stage During this stage, which may last for the first three months or first year of teaching, the teachers main concern is whether or not he/she can survive the daily challenges of carrying responsibility for a whole group of young children and their learning. This preoccupation with survival may be expressed in terms such as: Can I get through the day in one piece? Without losing a child? Can I manage until the end of the week, or until Christmas holiday? Can I really do this kind of work day after day after day? Will I be accepted by my colleagues? How should I approach parents? Will the parents respect me? Many teachers in their early teaching experiences have frequently reported such questions and doubts. The first full impact of responsibility for a group of immature but vigorous young children. (to say nothing of encounters with their parents) inevitably provokes anxiety in many beginning teachers. The discrepancies between anticipated successes and classroom realities might very well intensify feelings of inadequacy and un-preparedness. dgp ciup Universidad Pedaggica Nacional, Facultad de Educacin Universidad de Antioquia [18] 19. FORMACIN DE DOCENTES: ESCUELAS NORMALES, INICIAL, CONTINUADA Y AVANZADA DE DOCENTESWhat kind of support would be helpful? During this survival period the teacher is most likely to need support, understanding, encouragement, reassurance, comfort, and guidance. She or he needs direct help with specific skills, and insight into the complex causes of behaviorall of which are probably best if provided at the classroom siteat the school, in the classroom. On site supervisors may be principals, senior staff members, advisers, consultants, directors, or other specialized and experienced program assistants and now often referred to as mentors. Training must be constantly and readily available from someone who knows the novice teacher and is also familiar with the context in which she is trying to teach. The trainer/mentor should have enough time and flexibility to be available as needed by the beginning teacher. Schedules of periodic visits, which have been arranged in advance, cannot be counted on to coincide with trainees crises, though they may frequently be helpful.The Second Stage of Professional Development: Consolidation By the end of the first year, though for some teachers it may be sooner, the teacher has usually acquired some confidence in his or her ability to survive immediate daily crises. In this second stage teachers usually begin to focus on individual problem children and problem situations. Teachers begin looking for answers to questions like: How can I help a clinging child or a disruptive child? How can I help a particular child who does not seem to be learning? These kinds of questions are now differentiated from the general survival issues of keeping the whole class running smoothly During the first stage, the new teacher acquires a baseline of information about what young children are like and what to expect of them. By the second stage the teacher begins to identify individual children whose behavior departs from the pattern of most of the children she knows. Thus, she identifies specific individual patterns of behavior that have to be addressed to ensure the steady progress of the whole class.What kind of support would be helpful? During this stage, on-site training continues to be valuable. A trainer or mentor can help the teacher by joint exploration of an individual problem case. Take, for example, the case of a young preschool teacher eager to get help who expressed her problem in the question, How should I deal with a clinging child? An onsite trainer can, of course, observe the teacher and child in situ and arrive at suggestions of strategies to try fairly quickly. In other words, an extended give-and-take conversation between teacher and trainer or mentor may be the best ways to provide help for the teacher to interpret her experience and move toward a solution of the problems he or she faces. The trainer or mentor might ask the teacher such questions as, What have you tried so far? How did the child respond when you did that? Can you give an example of some experiences with this particular child during this week? The trainer or mentor can then respond to the teachers descriptions of her experience with new suggestions and encouragement. Also, in this stage, psychologists, social and health workers, and other specialists can strengthen the teachers skills and knowledge. Exchanges of information and ideas with more experienced colleagues may help a teacher master his/her developmental tasks of this period. Opportunities to share feelings with other teachers in the same stage of development may also help to reduce some of the teachers sense of personal inadequacy and frustration. [19] Ii Congreso Internacional y VII Seminario Nacional de Investigacin en Educacin, Pedagoga y Formacin Docente, Medelln 2009 20. II CONGRESO INTERNACIONAL Y VII SEMINARIO NACIONAL DE INVESTIGACIN EN EDUCACIN, PEDAGOGA Y FORMACIN DOCENTE, Medelln 2009The Third Stage of Professional Development: Renewal Stage Often, during the third or fourth year of teaching, the teacher begins to get tired of doing the same old things, offering the same activities, and celebrating the same sequence of holidays. She or he starts to ask more questions about new developments in the field: What are some new approaches to helping childrens language development? Who is doing what? Where can I get some new ideas? What are some of the new materials, techniques, approaches, and ideas being developed these days? It may be that what the teacher has been doing with children has been quite adequate for them, but she or he begins to feel that the annual Valentine cards, Easter bunnies, and Christmas trees and other holidays are not sufficiently interesting! The teachers own need for renewal and refreshment should be taken seriously.What kind of support would be helpful? During this stage, teachers are likely to find it especially helpful to meet colleagues from different programs on both formal and informal occasions. Teachers in this developmental stage are particularly receptive to experiences in local, regional and national conferences and workshops, and benefit from membership in professional associations and participation in their meetings. They also benefit from reading professional magazines and journals, and viewing films and videotapes. This is also a time when teachers welcome opportunities to visit other classes, programs, and demonstration projects. Concerns about how best to assess young childrens learning, and how to report and document it are also likely to blossom during this period.The Fourth Stage of Professional Development: Maturity Some teachers may reach maturity within three years, while others need five or perhaps even more. The teacher at this stage has come to terms with herself or himself as a teacher and has reached a comfortable level of confidence in his or her own competence. She or he now has enough perspective to begin to ask deeper and more theoretical or philosophical questions, such as: What are my historical and philosophical roots? What is the nature of growth and learning? How are educational decisions made? Can schools change societies? Perhaps he or she has asked these questions before. But with a few years of experience, the questions represent a more meaningful search for insight and perspective.What kind of support would be helpful? Throughout maturity, teachers benefit from opportunities to participate in conferences and seminars and perhaps to work toward an advanced degree. Mature teachers welcome the chance to read widely and to interact with educators working on many problem areas on many different levels. Training sessions and conference events, which teachers in the second stage enjoy, may not be of interest to the mature fourth stage teachers. Similarly, introspective and philosophical seminars enjoyed by teachers in the mature stage may lead to restlessness and frustration among teachers who are still in their first survival stage.Conclusion And now, a few closing suggestions:dgp ciup Universidad Pedaggica Nacional, Facultad de Educacin Universidad de Antioquia [20] 21. FORMACIN DE DOCENTES: ESCUELAS NORMALES, INICIAL, CONTINUADA Y AVANZADA DE DOCENTES1. I suggest that for all of us as teachers it is a good idea to cultivate our own intellects and nourish the life the mind. For teachers, the cultivation of the mind is as important as the cultivation of our capacities for understanding, compassion and caringnot less important, not more importantbut equally so. In other words, we must come to see ourselves as developing professionalswhether we teach adults or children. So I suggest: become a student of your own teachinga career-long student of your own teaching. 2. Never take someone elses views or opinions of you or your work more seriously than you take your own! Take others views seriouslythere may be much to learn from thembut not more seriously than you take your own; for that is the essence of self-respect, and I believe that children benefit from being around self-respecting adults. 3. As teachers, all we have at a given moment in a given situation is our own very best judgment. Throughout our professional lives we study and reflect in order to refine that judgment; we exchange with colleagues, consider others solutions to the problems we face, we come together at meetings like this World Forum, we examine the available evidenceall in order to improve our judgment. But in the last analysis, our very best judgment is all there is. 4. Finally, remember that whoever might be the leader of your country in forty or fifty years from now is likely to be in someones early childhood program todaymaybe in your class. I hope she is having a good experience!References Blair, C. (2002). School readiness: Integration of cognition and emotion in a neurobiological conceptualization of child functioning at school entry. American Psychologist, 57(2), 111 127. Katz, L. G. y Chard, S. C. (2000). Engaging childrens minds: The project approach. (second edn.).Stamford, CT: Ablex Publishing Corporation. Katz, L. G. y Raths, J. D. (1992). Six dilemmas in teacher education. Journal of Teacher Education, 43(5), 376 385. Katz, L. G. (1972). The developmental stages of preschool teachers, Elementary School Journal, 73(1), 50-54. Katz, L. G. (1992). Multiple perspectives on the quality of early childhood programs. Childhood Education, 69(2), 67-71. Katz, L. G. (1995). Helping others with their teaching. In L. G. Katz. (Ed.), Talks with teachers of young children. Norwood, New Jersey: Ablex Publishing Corporation.Katz, L. G. y Raths, J. D. (1985). Dispositions as goals for teacher education. Teaching and Teacher Education, 1(4), 301-307. Knudsen et al, 2006; Committee for Economic Development, 2002; Early Childhood Longitudinal Study. (ECLS). Kontos, S. y Wilcox-Herzog, A. (2002). Teacher Preparation and Teacher-Child Interaction in Preschools. ERIC Digest EDO-PS-02-11. University of Illinois, Urbana-Champaign: ERIC Clearinghouse on Elementary and Early Childhood Education. Mims, Sharon U, Scott-Little, Catherine, Lower, Joanna, K., Cassidy, Deborah J., Hestenes, Linda H. (2008). Education Level and Stability As It Relates to Early Childhood Classroom Quality: A Survey of Early Childhood Program Directors and Teachers. Journal of Research in Childhood Education. Vol. 23, No. 2. Pp. 227 237. Zeichner, K. y Liston, D. P. (1987). Teaching student teachers to reflect. Harvard Education Review, 57(1), 23 48.[21] Ii Congreso Internacional y VII Seminario Nacional de Investigacin en Educacin, Pedagoga y Formacin Docente, Medelln 2009 22. Formacin docente inicial: qu es lo que forma? Mara Laura Eder Universidad de Buenos Aires1. Qu se propone esta presentacin Quisiera compartir algunas reflexiones fruto de la experiencia, de la investigacin y del trabajo profesional en asesoramiento pedaggico y en formacin docente, actividades stas ltimas que, articuladas entre s, son desde mi perspectiva, las que permiten mejores prcticas. El pedido desde la organizacin del Congreso es que abordemos la temtica de esta mesa, considerando el lema de este encuentro y nuestros avances en investigacin. Frente a esta solicitud y dado que mi experiencia en investigacin no es especficamente en formacin inicial, me tent la idea de soslayar el pedido y hablar de aquello que me interesa y de lo que ms conozco. (que como sabemos es una prctica de muchos panelistas!). Pero la perspectiva de la buena enseanza, que es la que trabajamos con nuestros alumnos, discutiendo, revisando y analizando sus implicancias, me invit a aceptar el desafo. A plantearme la problemtica de leer la experiencia con anteojos nuevos, reconociendo que la construccin de nuevas miradas es uno de los propsitos de la formacin. Y que no podemos hacerlo si no es desde la pregunta por lo tico y lo epistemolgico que se juega en las prcticas. (y no slo en las de enseanza!). Agradezco esta posibilidad que permite poner en juego aquello que nos planteamos con nuestros alumnos: buscar la coherencia entre lo que enseamos y el modo de hacerlo. Encontrar la manera de compartirlo con Uds. es sin dudas, un desafo.2. La preocupacin didctica por la formacin. Qu es lo que forma? Y de qu manera lo hace? Mi experiencia profesional y docente se centra bsicamente en la formacin de profesores para la enseanza media en la Facultad de Ciencias Exactas y Naturales. (FCEN) y en el asesoramiento pedaggico y la formacin de docentes en el rea de las Ciencias de la Salud. En ambos casos podemos hablar de formacin inicial, si entendemos por sta, aquella que inicia el proceso formativo sistemtico. No lo es si nos planteamos cul es la experiencia docente que tienen los que se forman, ya que, no slo los mdicos, enfermeras y kinesilogos han dado clase, sino tambin muchos de los alumnos de los profesorados de Ciencias Exactas y Naturales. En nuestro trabajo. (voy a hablar en plural porque el trabajo y la experiencia que comparto son fruto del trabajo con otros) en la FCEN y con docentes de Ciencias de la Salud partimos de la misma consideracin: numerosas investigaciones. (Alliaud, 1998; Davini, 1995; Terhart, 1987) dan cuenta del bajo impacto que la formacin docente tiene en la prctica, a diferencia del peso de la biografa escolar y la socializacin profesional. Esto nos ha llevado a plantearnos qu tipo de formacin es la que puede promover mejores prcticas y a proponer un modo de llevarla adelante. En este sentido, la preocupacin por este tema. (y por la prctica), es esencialmente didctica. Tiene que ver con la enseanza, con cules son las estrategias que favorecen la construccin de prcticas reflexivas. Tiene que ver tambin, con qu se ensea en la formacin de docentes. (ms all obviamente, de los saberes especficos que ellos ensearn y cuyo[22] 23. FORMACIN DE DOCENTES: ESCUELAS NORMALES, INICIAL, CONTINUADA Y AVANZADA DE DOCENTESanlisis sera otro captulo fundamental a desarrollar). Cules son entonces esos saberes, propiamente pedaggicos y didcticos, que necesariamente deben construir? Nos preguntamos qu es lo que forma y cmo lo hace, que es ni ms ni menos la pregunta por el sentido de la formacin pedaggica de los profesores. En numerosas universidades hay una variada oferta de cursos, carreras y programas destinados a la formacin de sus docentes. stos se basan en la necesidad de brindarles una formacin pedaggica inicial, incluso a profesores que tienen una gran antigedad al frente de las aulas del nivel superior. En diversos espacios de reflexin acadmica se reconoce y analiza la problemtica de la escasa vinculacin. (o la falta de ella) entre la formacin y las prcticas de enseanza. Por qu los profesores universitarios, despus de cursar varios aos de la carrera docente, siguen dando clase de la misma manera que antes de iniciar su formacin? Cules son las estrategias o enfoques que permiten trascender las clases de la carrera docente para impactar en las propias clases de los profesores formados? Consideramos que la formacin docente de quienes ya estn desarrollando la tarea de ensear requiere la reflexin sobre la propia prctica para enriquecerla, comprenderla y modificarla. Como en todo proceso formativo es necesario que sus protagonistas se involucren en el proceso, reconozcan la complejidad del mismo, su necesidad, que enfrenten los miedos y la comodidad que supone lo conocido y probado de la experiencia acumulada, que construyan instrumentos de anlisis que permitan problematizar la prctica, que sean capaces de soportar la incertidumbre que esto genera y desarrollen propuestas de accin que puedan sostenerse a pesar de las posibles. (y casi seguras) frustraciones que implica una nueva estrategia de enseanza, con alumnos que tampoco suelen conocerla y aceptarlaEn este sentido, resultan ilustrativas las palabras de un docente que en su trabajo final de uno de los cursos reflexionaba:Por cualquier imprevisto me fui preparado con un power point de unos 120 cuadros Si de alguna manera fracasaba mi nuevo proyecto de clase o quedaba tiempo libre, tena donde recurrir. Por suerte, la computadora del aula no funcion y eso oper como un apoyo forzado a la decisin de llevar adelante el cambio a cualquier precio.Encarar la tarea de ayudar a los docentes a iniciar este proceso, es sin dudas un desafo para los formadores que, en el nivel universitario, solemos trabajar con profesionales para quienes la docencia es un agregado a sus tareas. Y en el caso de quienes no han empezado todava su prctica como docentes y que adems se dedicarn a ella la mayor parte de su tiempo? La tarea en este aspecto cobra matices diferentes y puedo analizarla desde mi experiencia en la formacin universitaria de docentes: estn aprendiendo. (o lo han hecho) en una institucin que construye conocimiento. (muchos de ellos no pensaban inicialmente dedicarse a la docencia); las materias Epistemologa e Historia de las Ciencias, les permiten una mirada diferente de los procesos de construccin del conocimiento cientfico, desnaturalizando y cuestionando realidades y supuestos en relacin al mismo. Las didcticas especficas ponen en discusin las disciplinas, las problematizan y analizan el sentido de su enseanza en la educacin bsica y media. Y nosotros, los generalistas, problematizamos la funcin de la educacin desde la sociologa, la historia, la poltica Y en Didctica general focalizamos la mirada en la enseanza y el curriculum, promoviendo preguntas acerca de estos objetos y proponiendo la construccin de alternativas. El peso de la formacin es compartido en este caso con muchos otros docentes. Valoran los alumnos esta propuesta? Las encuestas que realiza la Facultad y la propia evaluacin que realizamos al terminar cada curso, nos indican que s. Desde la percepcin de los alumnos, el trabajo realizado abre nuevas perspectivas, les da herramientas para generar una prctica diferente a la experimentada cuando sta no ha sido valiosa y les genera in-[23] Ii Congreso Internacional y VII Seminario Nacional de Investigacin en Educacin, Pedagoga y Formacin Docente, Medelln 2009 24. II CONGRESO INTERNACIONAL Y VII SEMINARIO NACIONAL DE INVESTIGACIN EN EDUCACIN, PEDAGOGA Y FORMACIN DOCENTE, Medelln 2009quietudes para seguir buscando. Muchos se insertan en proyectos de investigacin o siguen carreras de posgrado vinculadas a la enseanza, al tiempo que construyen alternativas para sus clases. Sabemos sin embargo qu proceso requiere de acompaamiento. (aunque no me ocupar de l en esta presentacin). En sntesis qu es lo que forma? Aventuramos una primera respuesta: la teora. (cuando se convierte en herramienta para pensar), la prctica reflexiva, el trabajo compartido y una estrategia que problematiza la prctica, recupera los saberes previos y propone la construccin de propuestas/alternativas en un trabajo colaborativo. Y todo esto en todas y cada una de las instancias de formacin en las que participan nuestros alumnos.3. La/s teora/s y la prctica reflexiva La formacin de profesionales reflexivos. (Donald Schn, 1992) nos remite a la relacin teora y prctica. Se aprende haciendo. (Bransford y Vye, 1996) y este hacer, que debe ser reflexivo en la formacin de los docentes como profesionales, nos recuerda las palabras de P. Perrenoud: Una prctica reflexiva limitada al buen criterio y a la experiencia personal de cada uno no nos conducir muy lejos. El practicante tiene necesidad de conocimientos, que no puede reinventar l solo. Su reflexin le aportar ms poder si est anclada en una amplia cultura en ciencias humanas. (2004: 55).Es fundamental, entonces, que la reflexin se realice con herramientas conceptuales, con teoras, que permitan ir ms all del sentido comn ya que, como sabemos, la reflexin por s sola puede ser autoconfirmatoria. Segn la crtica de la reflexin hecha recientemente por Barnett, no es posible alcanzar mediante la reflexin, tal como l la define, unos niveles elevados de crtica en los tres campos, y tiene razn. Para la reinterpretacin del yo, la reinterpretacin del mundo y la crtica transformadora del saber que recomienda, necesitamos un sistema de reflexin que permita estas formas de crtica. (Brockbank y McGill, 2002: 104).Ahora bien, este sistema, estas herramientas tericas con las que trabajamos, se van aprendiendo durante el desarrollo de la carrera docente y de las materias del Profesorado, por lo que, parte de nuestras clases, suponen la enseanza de las mismas junto con los modos de ponerlas en juego para realizar una reflexin crtica. Nos exige la propia reflexin y que podamos transparentarla a los alumnos. Una alumna nos confirma en esta tarea: Se justifica un meta-anlisis de la clase? S, efectivamente. La reflexin acerca de la clase me permiti entenderla desde otra dimensin, recrearla y generar una nueva, para intentar acortar la brecha entre lo que buscamos en nuestras clases y lo que en ella acontece y volver a ensancharla con nuestras mayores aspiraciones y utopas. (Litwin, 1996: 113-114).Desde dnde planteamos la reflexin? Partimos de la premisa de que es necesario promover la construccin de teoras que sean conocimiento generador y no inerte. (Perkins, 1995). Nuestras propuestas formativas no pueden perder de vista esta problemtica: las teoras son imprescindibles para formar un profesional. (un profesional que sea adems reflexivo y crtico), pero no si se convierten en palabras vacas, en un tipo de conocimiento frgil que slo sirve para aprobar1. 1 Sabemos de ciertas propuestas que ensean y/o evalan los conocimientos tericos de manera independiente y aislada, sin contextualizacin o aplicacin a situaciones que son las que debieran permitir comprender o modificar. dgp ciup Universidad Pedaggica Nacional, Facultad de Educacin Universidad de Antioquia [24] 25. FORMACIN DE DOCENTES: ESCUELAS NORMALES, INICIAL, CONTINUADA Y AVANZADA DE DOCENTESDefendemos fuertemente el papel de la teora porque, como suele suceder, el movimiento pendular de las propuestas, al valorizar el rol de la prctica, parece haberla dejado en un segundo o tercer plano. Es fundamental promover la reflexin y que sta se realice con herramientas conceptuales que permitan ir ms all del sentido comn. Todos los cursos, que forman parte del Programa formativo, incluyen bibliografa especfica del campo de las Ciencias Sociales y Humanas, particularmente de las Ciencias de la Educacin. Intentamos plantear entonces, estrategias formativas que pongan en evidencia los modos de pensar de nuestros alumnos y las razones que subyacen a ciertos modos de hacer, fruto, en general, de la biografa escolar, de los procesos de socializacin profesional y de la cultura institucional. Modos de pensar y de hacer que no se han analizado ni problematizado y que se convierten en parte de la didctica ordinaria o seudoerudita al decir de Alicia Camilloni. (2007): la primera de ellas tiene una marcada tendencia a hacer generalizaciones y afirmaciones categricas [] cambia segn las pocas pero sus concepciones se acumulan arqueolgicamente [] Tiene la pretensin de verdad que presenta el conocimiento de sentido comn(47-48) La didctica seudoerudita por su parte, no presenta contradicciones internas sino que, en razn de su carcter dogmtico, tiene una fuerte cohesin de ideas y, si es dbil, lo es como producto de los mecanismos de construccin del conocimiento que se han empleado en los procesos de adopcin y asimilacin. Carece de races y, aun cuando puede ser llevada a la prctica durante un cierto tiempo, su reemplazo por una nueva postura didctica constituye su destino cierto. Un reemplazo que tiene tan escasos fundamentos como su adopcin previa(49). Podemos hoy reconocer. (y aun reconocernos!) en concepciones y prcticas como formadores, vinculadas a la racionalidad tcnica. (Schn, 1992), a pesar de saber del valor y la necesidad de una prctica reflexiva. sta puede volverse una prctica aplicacionista si no avanzamos ms all de algunos clichs. (o lemas pedaggicos o tal vez, didctica seudoerudita) que escuchamos hoy en da entre los formadores. (y muchas veces repetimos). Son cristalizaciones que requieren de un anlisis crtico si realmente nos preocupa la formacin de docentes que desarrollen buenas prcticas y puedan adems comprenderlas y fundamentarlas. Sabemos que no se derivan las prcticas de la teora, ya que si as fuera, bastara con que nuestros alumnos aprendieran buenas teoras e hicieran las derivaciones correspondientes Decimos entonces que teora y prctica estn imbricadas o interrelacionadas A qu teora nos referimos? A qu prctica? Qu quiere decir que estn imbricadas? Cmo, cundo y por qu esto es o llega a ser as? Nos parece ms adecuada la postura de Wilfred Carr, que no simplifica la relacin, pero nos permite una mirada diferente: Concebida como un proceso de crtica ideolgica, la relacin entre la teora y la prctica no es una relacin de aplicar la teora a la prctica; tampoco es un asunto de derivar la teora de la prctica. Ms bien, recobrando la autorreflexin como una categora vlida de saber, la aproximacin crtica interpreta la teora y la prctica como mutuamente constitutivas y dialcticamente relacionadas. La transicin no es de teora a prctica o de prctica a teora, sino de irracionalidad a racionalidad, de ignorancia y hbito a saber y reflexin. (Carr, 1990: 84).Ciertamente nuestra preocupacin es epistemolgica, pero tambin y fundamentalmente, didctica. Cmo formamos docentes para los que la teora sea una herramienta para pensar, cuestionar, replantear ? Como plantea Jay Ogborn:[25] Ii Congreso Internacional y VII Seminario Nacional de Investigacin en Educacin, Pedagoga y Formacin Docente, Medelln 2009 26. II CONGRESO INTERNACIONAL Y VII SEMINARIO NACIONAL DE INVESTIGACIN EN EDUCACIN, PEDAGOGA Y FORMACIN DOCENTE, Medelln 2009Buena parte de las entidades cientficas tienen que convertirse en instrumentos para pensar, aunque al principio slo hayan sido conceptos sobre los que pensar. Tienen que convertirse en entidades que formen parte de las explicaciones, y no en cosas meramente explicadas. Por tanto, la construccin de entidades supone tambin la construccin de explicaciones futuras. (Ogborn y col., 1998: 33).Nos proponemos que nuestros alumnos se apropien de la teora, que sean, al decir de K. Bain. (2007), sabedores comprometidos, esos estudiantes que se esfuerzan por comprender y pensar sobre las ideas y criterios para su construccin y validacin y que, por lo tanto, se proponen ponerlas en juego en distintos contextos y situaciones. En la formacin inicial nos encontramos con docentes. (o futuros docentes) que asumen, al igual que sus alumnos, el rol de Sabedor de lo aceptado. (actan frente al aprendizaje como una bsqueda y memorizacin de las respuestas correctas provistas por otros: textos, docentes, expertos), o de Sabedor subjetivo. (consideran que el conocimiento es una cuestin de opiniones sin criterios consensuables para validarlo), o Sabedor del procedimiento. (reconocen la existencia de criterios disciplinarios que fundamentan el desarrollo del conocimiento construido en las disciplinas pero que no logran utilizarlo activamente fuera del contexto del aula). Transparentar estas concepciones, estos modos de vinculacin con el conocimiento, es otra herramienta para la reflexin que les permite no slo comprender a sus alumnos, sino a s mismos.4. El trabajo compartido Ms all de las conocidas y valiosas teorizaciones sobre el valor de la interaccin entre pares y la tarea del docente como gua. (o andamio), la prctica muestra, sin dudas, la importancia que tiene en la formacin, el trabajo con otros: pensar con otros, escuchar, argumentar, discutir, aportar miradas diferentes, intentar explicarle a quienes no pertenecen al propio campo el sentido de ciertas actividades y de los contenidos que ensean. Todo ello se convierte no slo en medio sino tambin en objeto de la formacin. Nuestros alumnos en Ciencias de la Salud y en Ciencias Exactas y Naturales, no estn acostumbrados al intercambio en las clases. (algunos alumnos de la FCEN nos han contado que en otras materias de la Facultad no hablan, slo escuchan a sus docentes; que no se reconocen a s mismos y a sus compaeros en el contexto de las materias del profesorado. Y muchos profesionales de la salud, experimentan, por primera vez, que la interaccin es un medio para aprender tambin en el aula). Ms all de que las tareas propuestas promuevan el aprendizaje cooperativo o colaborativo, valoramos la experiencia no slo como medio para aprender sino como objeto de aprendizaje. Tanto porque el trabajo que deben desarrollar es en equipos como porque queremos que lo sea. Que puedan pensar y pensarse aprendiendo y construyendo con otros.5. La estrategia general La estrategia general de los cursos de la Carrera docente y de las materias del Profesorado se apoya, bsicamente, en tres ejes: La problematizacin de la prctica, intentando dar cuenta de su complejidad y de las mltiples perspectivas desde la que puede abordarse. Principalmente como docentes, pero tambin desde la experiencia de alumno.dgp ciup Universidad Pedaggica Nacional, Facultad de Educacin Universidad de Antioquia [26] 27. FORMACIN DE DOCENTES: ESCUELAS NORMALES, INICIAL, CONTINUADA Y AVANZADA DE DOCENTES La recuperacin de los saberes previos y las creencias acerca del ensear y el aprender que nuestros alumnos-docentes han construido en su paso por los diferentes niveles del sistema educativo y en la experiencia docente que han desarrollado. Esto resulta fundamental si tenemos en cuenta que, como plantea Hargreaves Las situaciones de incertidumbre y ansiedad llevan a los docentes a basarse en sus propias experiencias antecedentes como alumnos para configurar sus propios estilos y estrategias de enseanza. (Hargreaves, 1996: 192). La produccin de alternativas a lo que habitualmente hacen, fundamentadas tericamente.En lneas generales, esta propuesta nos hace dar la palabra a los alumnos-docentes, lo que por cierto genera dificultades en ambas partes: En ellos, como alumnos, que esperan que les digamos, lo ms clara y sintticamente posible, qu y cmo deben ensear. En nosotros, que tambin fuimos formados en escuchar y aplicar, para desarrollar propuestas que favorezcan la construccin de un conocimiento generador y no la reproduccin acrtica de una serie de estrategias. Muchos de nosotros nos acercamos al Curso esperando encontrar mtodos o formas de ensear, no importaba qu, de manera efectiva. Y si algo me queda luego del curso es que no importa qu mtodos de enseanza elijamos, sino tener muy en claro qu queremos ensear. Obviamente que hay mtodos ms apropiados para determinados temasEl desafo es sin dudas, que la teora posibilite la relectura, la problematizacin, la comprensin de la prctica que se lleva a cabo y de aquella que pueda generarse. La tarea ms compleja es proponer actividades con sentido, que favorezcan la comprensin. (y por tanto el uso activo del conocimiento), que cuestionen no slo la prctica sino sus supuestos y, por tanto, que permitan explicitarlos. Dice una docente de Ciencias de la Salud en su portfolio: Repaso las distintas entradas o trabajos que conforman esta carpeta o portafolio y me sorprendo a mi misma. Por un lado veo que aprend ms de lo que yo misma pensaba y parte de esa sorpresa incluye que al ir pasando las pginas me van surgiendo dudas o preguntas que antes ni se me hubiesen ocurrido [] Todos los trabajos representan parte de mi proceso de aprendizaje. Con sus limitaciones, errores, dudas y falta de fundamentacin, an as todos me muestran que estos dos aos no fueron slo leer y venir a cursar.Es entonces necesaria una prctica reflexiva tambin sobre los propios procesos de aprendizaje y pensamiento, prctica que permita reconocerse en esos procesos y en las dificultades y fortalezas que supusieron.6. El respeto por el otro Parece obvio que una de las caractersticas de la formacin docente, de cualquier relacin humana en realidad, es el respeto. Pero la experiencia muestra que muchas veces, los futuros docentes o los docentes en ejercicio en proceso formativo, no son tratados como adultos. El rol de alumno se asocia a los nios y adolescentes, heternomos, con poca responsabilidad por su proceso de aprendizaje. Sabemos desde hace mucho del Efecto Pigmalin, lo que esperamos de nuestros alumnos tiene incidencia en los resultados Nos encontramos con profesionales en su campo que luego de muchos aos de trabajo profesional se acercan, por[27] Ii Congreso Internacional y VII Seminario Nacional de Investigacin en Educacin, Pedagoga y Formacin Docente, Medelln 2009 28. II CONGRESO INTERNACIONAL Y VII SEMINARIO NACIONAL DE INVESTIGACIN EN EDUCACIN, PEDAGOGA Y FORMACIN DOCENTE, Medelln 2009razones diversas, a participar de un programa de formacin docente. Es grande el impacto cuando los resultados de sus evaluaciones no son lo que esperaban, cuando se encuentran con la necesidad de revisar, de rehacer, de repensar. Nos cabe la pregunta acerca de cmo los ayudamos a seguir aprendiendo y a que los errores sean vistos como oportunidad y no como fracaso. Vuelve el concepto de buena enseanza a pedirnos coherencia y resultan sugerentes las palabras de Philippe Meirieu: La exigencia tica es a la vez la piedra angular y el eje central de lo pedaggico, ya que fomenta el esfuerzo constante para favorecer la aparicin del otro y, es ms, porque favorece las condiciones para que el otro acepte y suscite, por s mismo, la aparicin de otro. Y es la piedra angular porque, sin ella, todas las tecnologas se derrumban con el riesgo de aplastar bajo su peso a quienes no se hubieran percatado del peligro con tiempo suficiente. Es el eje central porque slo esta promocin de lo humano dentro de lo pedaggico, este reconocimiento en relevo en el que el organizador no impone sino que permite y provoca el cambio de manos del testigo, es capaz de convertir lo pedaggico en una empresa con sentido en la historia del hombre. (2001: 175).7. La investigacin Mi trabajo de investigacin se ha desarrollado en el equipo de la Dra. Edith Litwin, en el Programa Una nueva agenda para la Didctica. En estos casi 20 aos, hemos trabajado en el reconocimiento y reconstruccin de las buenas prcticas universitarias. En mi tesis de doctorado he focalizado la mirada en las clases de Fsica de aquellos que son reconocidos como buenos docentes en la Facultad de Ciencias Exactas y Naturales. Qu elementos comunes aparecen en estos docentes? Todos ellos saben en profundidad aquello que ensean, dominan sus disciplinas, los apasionan las preguntas que se plantean y que han dado lugar a su desarrollo. Las conocen algunos, desde la experiencia de construir conocimiento en sus campos y otros, desde la posibilidad de resolver problemas y de construir nuevas perspectivas sobre la realidad. Cmo ensean? Aqu aparecen las diferencias: en mi trabajo me he encontrado con clases esencialmente narrativas, clases centradas en el dilogo y clases que se encuentran en medio de ste continuamente. Parece que la buena enseanza asume formas diferentes siempre que stas se sustenten en la preocupacin por la comprensin, por un aprendizaje reflexivo, que se planteen que aquello que se ensea es tica y epistemolgicamente valioso. Qu implica esto para la formacin inicial? Creo que si somos formadores debemos revisar nuestra relacin con el conocimiento que enseamos. Nos apasiona? Nos invita a hacernos preguntas, a intentar alternativas? Las estrategias pueden ser diversas, siempre que busquen que los alumnos sean partcipes reflexivos del proceso.8. La tensin que retoma el lema del Congreso Deca inicialmente que mi preocupacin por la formacin docente es principalmente didctica. Y lo es desde una concepcin de didctica que se reconoce histricamente construida, que reconoce que las prcticas de la enseanza cobran significado en los contextos sociohistricos en que se inscriben. (Litwin, 1996). Mirar la formacin inicial desde el lema del congreso pone de relieve la necesidad de afrontar las tensiones que enfrenta hoy la educacin en general y a las que no escapa la mirada didctica: inclusin y calidad, diversidad y globalizacin. Y con un ingrediente ms que aporta complejidad: el rol y el valor de la investigacin en relacin a esta educacin. dgp ciup Universidad Pedaggica Nacional, Facultad de Educacin Universidad de Antioquia [28] 29. FORMACIN DE DOCENTES: ESCUELAS NORMALES, INICIAL, CONTINUADA Y AVANZADA DE DOCENTESPensar la inclusin con calidad y el respeto por la diversidad en este mundo globalizado, es para muchos una utopa. Pareciera que incluir a todos supone que la calidad se diluya y sea slo para unos pocos. En mi pas hay trabajos de investigacin que dan cuenta de esta problemtica. Al trabajar con los alumnos sobre estas cuestiones aparece primero la decepcin, el pesimismo entonces la educacin no puede! Reconocer que efectivamente hay cosas que no puede la escuela, que tenemos que superar una mirada ingenua para poder construir con bases firmes, es uno de los aprendizajes fundamentales de estas primeras materias. Saber que podemos mirar la realidad con anteojos diferentes y que podemos posicionarnos en ella de manera distinta pero con el mismo compromiso. Que no podemos perder la mirada global, pero debemos actuar localmente, que tenemos que proponer y hacer lo mejor que nuestro criterio profesional nos dicte para cada uno de nuestros alumnos, pero reconociendo que debemos ensanchar la mirada ms all de nuestra clase, de nuestra escuela o de nuestra universidad. Qu forma y cmo lo hace una mirada inclusiva, que se preocupe por una enseanza de valor para todos? Recuperar estas problemticas en la formacin inicial, an cuando se trate de la formacin de profesores universitarios de Ciencias de la Salud, moviliza, porque para muchos la educacin es neutral y asumir una posicin crtica genera escozor. Formar docentes que no se pregunten por el valor y el sentido de la educacin, por las implicancias de las decisiones polticas y personales, es tica y epistemolgicamente cuestionable. Formar un docente que no pueda revisar sus concepciones del mundo, de la sociedad, de la economa, de la cultura, tambin lo es. Tal como planteramos previamente: qu forma y cmo lo hace? Teoras que permitan entender el mundo. Una prctica reflexiva que permita explicitar y reconstruir los modos de pensar y hacer acerca del rol que cumple y debera cumplir la educacin. Que posibilite tambin cuestionar esos modos de hacer y comprender, que los desnaturalice y que se plantee la construccin de alternativas. Alternativas que, sin dudas, slo pueden pensarse con otros, en el respeto por las posiciones diferentes pero reconociendo la necesidad de construir consensos.A la investigacin pedaggica le cabe la compleja tarea de construir nuevas comprensiones acerca de lo educativo y acerca del modo en que ayudamos a nuestros alumnos a apropiarse crticamente de ellas.9. Una relectura Releyendo uno de los ltimos trabajos de Philippe Perrenoud. (2004), Desarrollar la prctica reflexiva en el oficio de ensear, vuelvo a pensar en el tema de este trabajo y desde los diez desafos que plantea para los formadores de enseantes, encuentro una sntesis maravillosa de lo que he intentado compartir. Se trata ni ms ni menos plantearnos los siguientes desafos: 1. Trabajar sobre el sentido y las finalidades de la escuela sin hacer de ello una misin. 2. Trabajar sobre la identidad sin encarnar un modelo de excelencia. 3. Trabajar sobre las dimensiones no reflexionadas de la accin y sobre las rutinas sin descalificarlas. 4. Trabajar sobre la persona del enseante y su relacin con los dems sin convertirse en terapeuta. 5. Trabajar sobre lo silenciado y las contradicciones del oficio y de la escuela sin decepcionar a todo el mundo. [29] Ii Congreso Internacional y VII Seminario Nacional de Investigacin en Educacin, Pedagoga y Formacin Docente, Medelln 2009 30. II CONGRESO INTERNACIONAL Y VII SEMINARIO NACIONAL DE INVESTIGACIN EN EDUCACIN, PEDAGOGA Y FORMACIN DOCENTE, Medelln 20096. Partir de la prctica y de la experiencia sin limitarse a ellas, para comparar, explicar yteorizar.7. Ayudar a construir competencias e impulsar la movilizacin de los saberes. 8. Combatir las resistencias al cambio y a la formacin sin menospreciarlas. 9. Trabajar sobre las dinmicas colectivas y las instituciones sin olvidar a las personas. Articular enfoques transversales y didcticos y mantener una mirada sistmica. Trabajar en la formacin inicial de docentes es sin dudas una tarea desafiante, pero son los desafos los que nos permiten crecer.Bibliografa Alliaud, A. (1998). El maestro que aprende. en: Ensayos y Experiencias. N 23. Buenos Aires: Ed. Novedades Educativas.recetar. En VIII Conferencia Argentina de Educacin Mdica. (CAEM 2006) AFACIMERA. Buenos Aires. 19 al 21 de octubre de 2006.Bain, K. (2007). Lo que hacen los mejores profesores universitarios. PUV. Valencia.Eder, M. L. y Schwartzman, G. (2007). El asesor pedaggico en la universidad. La capacitacin docente en Ciencias de la Salud. Y formacin docente en Ciencias de la salud: formar o recetar. En II Jornadas Nacionales y I Latinoamericanas de Pedagoga Universitaria. UNSanM. Bs. As. 6 y 7 de septiembre de 2007.Bransford, J. y Vye, N. (1996). Una perspectiva sobre la investigacin cognitiva y sus implicancias para la enseanza. En Resnick, Lauren B. y Klopfer, E. (comp). Currculum y cognicin. Buenos Aires: Aique Brockbank, A. y McGill, I. (2002). Aprendizaje reflexivo en la educacin superior. Madrid: Morata. Camilloni, A. et al. (2007). El saber didctico. Buenos Aires: Paids. Carr, W. (1990). Hacia una ciencia crtica de la educacin. Barcelona: Laertes. Contreras Domingo, J. (1990). Enseanza, curriculum y profesorado. Introduccin crtica a la didctica. Madrid: Akal.Eder, M. L. y Schwartzman, G. (2008). La Asesora pedaggica. Una experiencia de formacin docente en Ciencias de la Salud. En el Primer Encuentro Nacional de Prcticas de Asesoras pedaggicas Universitarias. UNR. 26 y 27 de junio de 2008. Eder, M. L. y Schwartzman, G. (2008). Una experiencia de formacin docente universitaria en Ciencias de la salud. En el Colquio Internacional sobre Ensino Superior. 26 a 29 de outubro de 2008, Universidade Estadual de Feira de Santana UEFS, Feira de Santana, Ba, Brasil.Eder, M. L. y Schwartzman, G. (2004). La formacin docente para la enseanza de las Ciencias de la Salud. En 2 Congreso Internacional de Educacin. La Formacin Docente: Evaluaciones y Nuevas Prcticas en el Debate Educativo Contemporneo. UNL. 20, 21 y 22 de octubre de 2004Fenstermacher, G. (1989). Tres aspectos de la Filosofa de la Investigacin sobre la Enseanza. En Wittrock, M. (comp.). La investigacin de la enseanza. Tomo I. Barcelona: Paids.Eder, M. L. y Schwartzman, G. (2006) Formacin docente en el nivel superior: formar oHargreaves, A. (1996). Profesorado, cultura y posmodernidad. Madrid: Morata.dgp ciup Universidad Pedaggica Nacional, Facultad de Educacin Universidad de Antioquia [30] 31. FORMACIN DE DOCENTES: ESCUELAS NORMALES, INICIAL, CONTINUADA Y AVANZADA DE DOCENTESLitwin, E. (1996). El campo de la didctica: la bsqueda de una nueva agenda. En: A. Camilloni y otros. Corrientes Didcticas Contemporneas. Buenos Aires: Paids.Terhart, E. (1987). Formas de saber pedaggico y accin educativa o qu es lo que forma en la formacin del profesorado? En Revista de Educacin. N 284. Madrid: MEC.Meireu, P. (2001). La opcin de educar: tica y pedagoga. Barcelona: Octaedro. Ogborn, J., Kress, G., Martins, I. y McGillicuddy, K. (1998). Formas de explicar: La enseanza d