Automatism and Consciousness: keys for teacher training at the university
DOI:
https://doi.org/10.24310/mgnmar.v3i3.15118Keywords:
teacher training, university teacher, practical knowledge, practical thinkingAbstract
This work is a tribute to my esteemed colleague Ángel Pérez Gómez, because in it I make a reflection on the teacher training of university professors impregnated with some of his ideas and contributions. The central idea that I suppose shared is that university teachers, who have not had initial teacher training, act in their classes with implicit practical knowledge, loaded with automated routines in accordance with the context of conventional normality that characterizes the university teaching culture. The proposal that is presented consists of promoting practical thinking in teachers, through awareness of the aforementioned automatisms and their critical analysis, generating new conscious meanings, more grounded and rigorous, about teaching and learning. (theorize practice). This process is completed with a return to action, designing, experimenting and evaluating new, more conscious and complex patterns of action, gradually replacing the aforementioned automatisms (experimenting the theory). Collaborative action research, Lesson Study and Classroom Improvement Cycles are good examples of these cyclical and progressive teaching improvement strategies. The paper also presents examples that illustrate these cycles, obtained from the Teacher Training and Innovation Program of the University of Seville. In short, the work shows that the key to teacher training is to slowly work on the interaction between automatism in the classroom and the development of conscious thought.
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References
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