Diálogo del profesorado en un desarrollo profesional centrado en el alumnado en una escuela secundaria de los Estados Unidos de América

Leticia Alvarez Gutiérrez, Patricia D. Quijada Cerecer
2014 Pedagogía Social: Revista Interuniversitaria  
diálogo del profesorado en un desarrollo profesional centrado en el alumnado en una escuela secundaria de los eeuu [ 199 ] sips -pedagogia social. revista interuniversitaria [1139-1723 (2014) 24, 199-224] tercera época Este es un artículo de acceso abierto distribuido bajo los términos de la licencia Creative Commons Attribution-Non Commercial (by-nc) Spain 3.0 [ 200 ] leticia alvarez gutiérrez y patricia d. quijada cerecer sips -pedagogia social. revista interuniversitaria [1139-1723 (2014)
more » ... 1139-1723 (2014) 24, 199-224] tercera época plorar cómo estas iniciativas de desarrollo profesional influyen en el índice de permanencia de maestros y administradores en sistemas educativos desde pre-escolar hasta bachillerato. PALABRAS CLAVE: Calidad docente; responsabilidad educativa; escuelas urbanas; formación de docentes en servicio; prácticas educativas ABSTRACT: Using paradigms emerging from Learner Centered Professional Development (LCPD), dialogic education and Transformative Pedagogical Practices (TPPs), this research study examined pedagogies that ignited a revitalization of shared values as a community of learners, challenged assumptions about learning while invigorating professional identities and cultivating possibilities for transforming praxis of a group of female teachers and female administrators in an urban high school. The LCPD initiative engaged teachers (13) and administrators (3) in dialogue, self-examination, and reflection, while also chipping away dearth perceptions of Latina/o student as learners and nourish possibilities for their successes. The data for this study is part of a larger corpus of data exploring teacher professional development initiatives in a large urban city in the southwestern region of Texas. Narrative analysis was the methodological tool used to code and analyze the data. The authors highlight the pedagogies that served to renew teachers and administrators' sense of community, professional identities and modifications of teachers' attitudes and pedagogies regarding themselves and Latina/o students. Our research findings underscore the urgency of educational reform to include on-going LCPD in order to transform and encourage professional enrichment, teacher agency and revive pedagogies that support all students' academic and social successes. KEYWORDS: Educational practices; educational responsibility; in service teacher education; teacher quality; urban education. PALAVRAS-CHAVE : Educação urbana; formação de professores em serviço; práticas educativas; qualidade de professores. diálogo del profesorado en un desarrollo profesional centrado en el alumnado en una escuela secundaria de los eeuu [ 201 ] sips -pedagogia social. revista interuniversitaria [1139-1723 (2014) 24, 199-224] tercera época [ 202 ] leticia alvarez gutiérrez y patricia d. quijada cerecer sips -pedagogia social. revista interuniversitaria [1139-1723 (2014) 24, 199-224] tercera época [ 204 ] leticia alvarez gutiérrez y patricia d. quijada cerecer sips -pedagogia social. revista interuniversitaria [1139-1723 (2014) 24, 199-224] tercera época
doi:10.7179/psri_2014.24.09 fatcat:ez7ibt42tfg73pafklwyj5po7a