Being a teacher in an era of uncertainty and perplexity
DOI:
https://doi.org/10.24310/mgnmar.v0i0.6497Keywords:
teacher role, teacher education, reflection, practical thinking, professional development, reinventing the teaching professionAbstract
The ambitious challenges of the contemporary digital age require the development in each citizen of cognitive and affective capacities of a higher order, which allow expert thinking and effective communication, decision making in situations of uncertainty, problem solving and innovative proposals in economic, cultural and political contexts, increasingly confusing, fleeting and complex. The text discusses the nature and meaning of a new school, a new pedagogical culture and a new professional teacher to face the magnitude of these challenges: provoke, guide and stimulate the passage of each learner from information to knowledge and from knowledge to wisdom. More specifically, the formation of the “practical thinking” of the contemporary teachers is analyzed and discussed as one of the key axes of their satisfactory professional development. What does this “practical thinking” mean in the initial and ongoing teacher training? Is it possible to develop “practical thinking” in the current Spanish institutions of teacher training?Downloads
Metrics
Publication Facts
Reviewer profiles N/A
Author statements
Indexed in
-
—
- Editor & editorial board
- profiles
- Academic society
- N/A
- Publisher
- Universidad de Málaga
To learn about these publication facts, click 
PF is maintained by the Public Knowledge Project
References
Ackoff, R. (1999). Ackoffs best: Classical Writings on management. Chichester, England: John Wiley & Sons, lnc.
Aguado R. (2015). La emoción decide y la razón Justifica. Madrid. EOS.
Aguado, R. (2016). Es emocionante saber emocionarse. Madrid: EOS.
Apple, M. (2017). The struggle for democracy in critical education. E-curriculum, 15(4), 894-926. http://dx.doi.org/10.23925/1809-3876.2017v15i4p894-926
Argyris, CH. (1999). Conocimiento para la acción. Madrid: Granica.
Bauman, Z. (2013). La vida líquida. Barcelona: Austral.
Bauman, Z. y Leoncini Th. (2018). La generación líquida: Transformaciones en la 3.0. Barcelona: Paidos
Claxton, G. (2008). What is the Point of School?: Rediscovering the Heart of Education. Londres: Oneworld Publications.
Contreras, J. y Pérez de Lara, N. (2010). Investigar la experiencia educativa. Madrid: Morata.
Cochran-Smith, M. y Lytle, S. (1999). "Relationships of Knowledge and Practice. Teacher Learning in Communities." Review of Research in Education, 24,249-305.
Damasio, A. (2005). Descartes' Error: Emotion, Reason, and the Human Brain. New York. Harper Collins Publishers. Traducción al castellano: El error de Descartes. La emoción, la razón y el cerebro humano. Barcelona: Destino.
Damasio, A. (2010). Y el cerebro creó al hombre. Barcelona: Destino.
Elliott, J. (2015a). Las Lesson y learning studies y la idea del docente como investigador. RIFOP, 84 (29,3), 24-49.
Elliott, J. (2015b). Educational action research as the quest for virtue in teaching. Educational Action Research 23(1), 4-21.
Darling-Hammond, L. (2010). The flat world and education. Nueva York: Teachers College Press.
Darling-Hammond, L. y Oakes, M. (2019) Preparing Teachers for Deeper Learning. Boston: Harvard Education Press.
Davidson, C. (2011). Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn. New York: Penguin Books.
Davidson, R. (2017). La base de un cerebro sano es la bondad, y se puede entrenar. Entrevista, La Vanguardia, 23/03/2017.
Gerver, R. (2012) Crear hoy la escuela de mañana: la educación y el futuro de nuestros hijos. Madrid: Ediciones SM.
Grazzaniga, M. S. (2010). El cerebro ético. Barcelona: Paidós.
Hagger, H. y Hazel, H. (2006). Learning Teaching from Teachers: Realising the Potential of School-Based Teacher Education. Buckingham: Open University Press.
Immordino-Yang, M.H. y Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain and Education, 1(1), 3-10.
Kahneman, D. (2015). Pensar rápido, pensar despacio. Madrid: Debate
Kettler, T., Lamb, K. y Mullet, D. (2018) Developing Creativity in the Classroom. Austin: Prufrock Press.
Kolb, D.A. (2014). Experiential Learning: Experience as the Source of Learning and Development. Nueva York: Pearson.
Korthagen, F. (2010). The relationship between theory and practice in teacher education. In E. Baker, B. McGawy P. Peterson (eds.) (2010). International Encyclopedia of Education. 7, 669-675.
Korthagen, F. (2017a) Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and Teaching, 23(4), 387-405.
Korthagen, F.A.J. (2017b). A foundation for effective teacher education: Teacher education pedagogy based on theories of situated learning. En D.J. Clandinin y J. Husu (Eds.), The SAGE handbook of research on teacher education (pp. 528-544). Los Ángeles: Sage.
Korthagen, F.A.J. & Nuijten, E.E. (2017). Core reflection approach in teacher education. In: J. Lampert (Ed.), Oxford research encyclopedia of education. New York: Oxford University Press.
Korthagen, F.A.J. & Nuijten, E.E. (2018). Core reflection: Nurturing the human potential in students and teachers. In J.P. Miller, K. Nigh, M.J. Binder, B. Novak, y S. Crowell. International Handbook of Holistic Education (pp.89-99). New York/London: Routledge
Lipton, B. (2016). La Biología De La Creencia 10ª Edición Aniversario. Madrid. La Esfera.Lunenberg, Dengerink, and Korthagen (2014).
Lunenberg, M., Dengerink, J., y Korthagen, F. (2014). The professional teacher educator: Roles, behaviour, and professional development of teacher educators. Rotterdam:Boston/Taipei,.
Maxwell, N. (2013). Knowledge or Wisdom? The Philosophers' Magazine 62, 17 - 18.
Morin, E. (2011). Introducción al pensamiento complejo. Barcelona: Gedisa
Pérez Gómez Á.I (2009). "¿Competencias o pensamiento práctico? La construcción de los significados de representación y de acción". En J. Gimeno Sacristán (comp.) Educar por competencias, ¿qué hay de nuevo? (59-102) Madrid: Morata.
Pérez Gómez, Á.I. (2010). Aprender a Educar: Nuevos desafíos para la profesión de docentes. Revista Interuniversitaria de Formación del Profesorado, 60 (24,2), 37-55.
Pérez Gómez, Á. I. (2012). Educarse en la era digital. Madrid: Morata.
Pérez Gómez, Á. I. (2017). Pedagogías para tiempos de perplejidad. Rosario: Homo Sapiens.
Perrenoud, Ph. (2012). Cuando la escuela pretende preparar para la vida: ¿Desarrollar competencias o enseñar otros saberes?. Barcelona: Graó.Pozo, J.I. (2016). Aprender en tiempos revueltos. Madrid: Alianza Editorial.
Pozo, J.I. (2014). Psicología del Aprendizaje Humano: Adquisición de conocimiento y cambio personal. Madrid: Morata.
Pozo, J.I. (2016). Aprender en tiempos revueltos. Madrid: Alianza
Ravitch, D. (2014). Reign of Error: The Hoaxs of the privatization movement and the danger to American public schools. New York: Alfred A. Knopf
Robinson, K. (2011). Out of our minds: Learning to be creative. United Kingdom: Capstone Publishing.
Soto Gómez, E.; Pérez Gómez, A.I. y Serván, Mª. J. (2015). LS: re-crear y re-pensar el conocimiento práctico en cooperación. RIFOP, 84(29,3) 81-102.
Soto Gómez, E. (2016). La reflexión, corazón y alma del portafolios educativo. En Á. Pérez Gómez (Coord.). El portafolios educativo en educación superior (101-123). Madrid: Akal.
Sternberg, R. y vv. (2015). Teaching for Wisdom, intelligence, creativity and success. Cambidge: Skyhorse Publishing.
Wagner, T. (2010). The Global Achievement Gap. New York: Basic Books.
Willingham, D. (2009). Why don´t Student like Schools. New York: Wiley.
Downloads
Published
How to Cite
Issue
Section
License
The editorial team of Márgenes supports an open Access policy of scientific knowledge. apostamos claramente por una política de acceso abierto del conocimiento científico (see Berlin Declaration).
Authors with work published in this journal accept the following conditions:
- This journal provides immediate free access to its content under the principle of making research freely available to the public. All contents published in Márgenes are subject to the Creative Commons Reconocimiento-SinObraDerivada 4.0 Internacional
It is the responsibility of the authors to obtain the necessary permissions of the images that are subject to copyright.
Authors whose contributions are accepted for publication in this journal will retain the non-exclusive right to use their contributions for academic, research and educational purposes, including self-archiving or deposit in open-access repositories of any kind.
The electronic edition of this magazine is edited by the Editorial of the University of Malaga (UmaEditorial), being necessary to cite the origin in any partial or total reproduction.
- Authors can enter into other additional independent contractual agreements for the non-exclusive distribution of the version of the article published in this journal (e.g. including it in an institutional repository or publishing it in a book) on the condition that they clearly indicate that the work was originally published in this journal.
- Authors are allowed and recommended to publish their work on the Internet (for example on institutional and personal websites), before and after the publication, as this could lead to constructive exchanges and a more extensive and quick circulation of published works (see The Effect of Open Access).
