Tendencias en la formación inicial docente

Autores

  • Denise Vaillant Universidad ORT Uruguay
  • Jesús Manso

DOI:

https://doi.org/10.18861/cied.2012.3.18.2703

Palavras-chave:

formación docente, programas de formación, educación comparada, innovaciones en la enseñanza

Resumo

En los últimos años, se han multiplicado los estudios e informes que muestran insatisfacción sobre la calidad de los programas de formación docente. Se hace necesario, hoy más que nunca, preguntarse cómo lograr la mejora de la formación inicial de maestros y profesores, para que ésta tenga real impacto en las aulas. Por esta razón, los autores proponen un análisis y reflexión acerca de una serie de iniciativas identificadas en la literatura. Las reformas e innovaciones presentadas han sido agrupadas en cinco categorías de análisis referidas al establecimiento de estándares en las instituciones formadoras; al uso de la evidencia y de la investigación sobre la práctica docente; a la titulación alternativa; a la articulación con centros educativos, y a la evaluación externa. Tales categorías se ilustran con los casos de Estados Unidos y Australia, así como los de Inglaterra, Holanda, Finlandia y Suecia. Se parte del supuesto que ciertas propuestas nacionales ofrecen ideas inspiradoras para re-pensar los programas de formación docente de otras realidades educativas.

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Publicado

2018-02-28

Como Citar

Vaillant, D., & Manso, J. (2018). Tendencias en la formación inicial docente. Cuadernos De Investigación Educativa, 3(18), 11–30. https://doi.org/10.18861/cied.2012.3.18.2703

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Reflexões compartilhadas