Anywhere, anytimeLos itinerarios de aprendizaje de los docentes

  1. Vanesa Gallego-Lema
  2. José Miguel Correa Gorospe
  3. Estíbaliz Aberasturi-Apráiz
Journal:
Revista Fuentes

ISSN: 1575-7072 2172-7775

Year of publication: 2020

Volume: 22

Volume: 2

Pages: 165-177

Type: Article

DOI: 10.12795/REVISTAFUENTES.2020.V22.I2.03 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista Fuentes

Sustainable development goals

Abstract

Learning is not found in a specific space but occurs in different places and times. Currently, learning is understood as a continuous conversation that problematizes the naturalized, attending to the constant changes and causing an impact on teachers’ work. The research focused on analyzing, following a case study methodology with 22 teachers, which are the learning itineraries (spaces, times, contexts, people, etc.) of Primary Education and Early Childhood Education teachers. Among other results, teachers showed that they learn within the school, but also beyond its walls, being able to acquire knowledge in diverse physical and virtual contexts, such as at school, traveling, practicing sports, in training courses, reading, in social networks, and others. Therefore, a union of the formal and informal areas is carried out, linking the professional knowledge with the personal experiences that make up their teaching identity. On the other hand, they also valued that their learning processes are carried out with people, such as family, schoolmates, students, learning communities, and others. On the contrary, teachers found some limitations when it came to learning, such as fear of being judged; as well as conditioning factors, such as motivation

Funding information

El trabajo descrito en este art?culo ha contado con la financiaci?n parcial del Ministerio de Econom?a y Competitividad (proyecto EDU2015-70912-C2-2-R), y con la ayuda postdoctoral ?Especializaci?n de personal investigador doctor? de la Universidad del Pa?s Vasco (UPV/EHU). Los autores tambi?n agradecen la colaboraci?n de los docentes implicados en esta investigaci?n, as? como el apoyo de los grupos de investigaci?n Elkarrikertuz y Esbrina.

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