Los Diarios Corporales Docentes como Instrumentos de Reflexión y de Evaluación Formativa en el Prácticum de Formación Inicial del Profesorado

  1. Gustavo González-Calvo
  2. Lucio Martínez-Álvarez
Journal:
Estudios pedagógicos

ISSN: 0716-050X 0718-0705

Year of publication: 2018

Volume: 44

Issue: 2

Pages: 185-204

Type: Article

DOI: 10.4067/S0718-07052018000200185 DIALNET GOOGLE SCHOLAR

More publications in: Estudios pedagógicos

Sustainable development goals

Abstract

ABSTRACT: In this article we defend the importance of the body in the comprehension of schools and education, as opposed to the predominant approach in initial teacher training that prioritizes a technical and academic vision and leaves the body of the teacher in the background. The main objective is to show how embodied teaching journals allow students in their initial training to discover and explore some of their body dimensions and their use in teaching. The article adopts a qualitative methodology to understand the perceptions of seven future physical education teachers about the usefulness of the embodied journals as an instrument of reflection and formative evaluation. The results demonstrate how the embodied teaching journals serve as a link between educators’ pedagogical and corporal dimensions beginning with their first contacts with the profession. Likewise, they show the way in which the journals serve as a tool for formative assessment, especially given that they have a significant relationship with the rest of the courses in the degree, most notably with the practicum.

Bibliographic References

  • Aberastury, F. (2005). Sistema consciente para la técnica del movimiento. Mandala. Buenos Aires.
  • Ash, J. (2015). Methodologies of embodiment: Inscribing bodies in qualitative research. Routledge. New Brunswick, NJ.
  • Atkinson, D. (2004). Theorising how student teachers form their identities in initial teacher education. British Educational Research Journal. 30. 379
  • Barnacle, R. (2009). Gut Instinct: The body and learning. Educational Philosophy and Theory. 41. 22-33
  • Barnett, R. (2005). Recapturing the Universal in the University. Educational Philosophy and Theory. 37. 785
  • Beltman, S. (2015). Drawing identity: Beginning pre-service teachers’ professional identities. Issues in Educational Research. 25. 225
  • Bolívar, A.,Domingo, J.,Fernández, M. (1998). La investigación biográfico-narrativa en educación. Guía para indagar en el campo. Universidad de Granada. Granada.
  • Contreras, J. (2010). Ser y saber en la formación didáctica del profesorado: una visión personal. Revista Interuniversitaria de Formación del Profesorado. 68. 61-81
  • Day, C. (2005). Reform, standards and teacher identity: Challenges of sustaining commitment. Teaching and Teacher Education. 21. 563
  • Gall. (2009). El cuerpo en la educación da qué pensar: perspectivas hacia una educación corporal. Estudios Pedagógicos. 2. 231
  • González-Calvo, G. (2017). A Teacher’s Personal-Emotional Identity and its Reflection upon the Development of his Professional Identity. The Qualitative Report. 22. 1693
  • González-Calvo, G. (2016). A qualitative analysis of the factors determining the quality of relations between a novice physical education teacher and his students’ families: implications for the development of professional identity. Sport, Education and Society. 1-14
  • González-Calvo, G. (2014). Formación permanente y desarrollo de la identidad reflexiva del profesorado desde las perspectivas grupal e individual. Profesorado: Revista de Currículum y Formación del Profesorado. 18. 398-412
  • González-Calvo, G. (2009). Aproximación a los significados e interpretaciones de la lesión en futuros docentes de Educación Física por medio de narraciones autobiográficas. Retos: Nuevas Tendencias en Educación Física, Deporte y Recreación. 15. 35-40
  • González-Calvo, G. (2017). Health and body tensions and expectations for pre-service Physical Education teachers in Spain. Sport, Education and Society. 1-10
  • Goodson, I. (2003). Hacia un desarrollo de las historias personales y profesionales de los docentes. Revista Mexicana de Investigación Educativa. 8. 733
  • Graham, A. (2003). `Being a teacher´: Developing teacher identity and enhancing practice through metacognitive and reflective learning processes. The Australian Journal of Teacher Education. 27. 11-24
  • Gubrium, J. F.,Holstein, J. A. (2009). Analyzing narrative reality. Sage. Thousand Oaks.
  • Hagenauer, G. (2014). 'I don´t think I could, you know, just teach without any emotion': exploring the nature and origin of university teachers´ emotions. Research Papers in Education. 29. 240
  • Hong, J. Y. (2010). Pre-service and beginning teachers´ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education. 26. 1530
  • Imbernón, F. (2007). La formación y el desarrollo profesional del profesorado. Hacia una nueva cultura profesional. Graó. Barcelona.
  • Izadinia, M. (2015). A closer look at the role of mentor teachers in shaping preservice teachers' professional identity. Teaching and Teacher Education. 52. 1-10
  • Korthagen, F. (2004). In search of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education. 20. 77-97
  • Korthagen, F. (2010). La práctica, la teoría y la persona en la formación del profesorado. Revista Interuniversitaria de Formación del Profesorado. 68. 83-101
  • Leder, D. (1990). The absent body. University of Chicago Press. London.
  • Leite, A. E. (2011). Historias de vida de maestros y maestras. La interminable construcción de las identidades: vida personal, trabajo y desarrollo profesional. Universidad de Málaga. Málaga.
  • Lombardo, B. J.,Mancini, V. H.,Wuest, D. A. (1995). The humanistic sport experience: Visions and realities. Brown and Benchmark. Iowa.
  • Lopes, A. (2009). Teachers as professionals and teachers' identity construction as an ecological construct: An agenda for research and training drawing upon a biographical research process. European Educational Research Journal. 8. 461
  • Martínez, L.,Granados, S. Romer. (1994). Influencia de las creencias implícitas en la formación inicial de los especialistas en Educación Física. ICongreso Nacional de Educación Física de Facultades de Ciencias de la Educación y XII de Escuelas Universitarias de Magisterio.
  • Martínez, L. (2013). El tratamiento de lo corporal en la formación inicial del profesorado. Revista Interuniversitaria de Formación del Profesorado. 78. 161
  • Martínez, L. (2016). Docentes de carne y hueso: enseñar con cuerpo. Ágora para la Educación Física y el Deporte. 18. 259
  • Mattos, B. (2013). La voz del alumnado: Una investigación narrativa acerca de lo que siente, piensa, dice y hace el alumnado de Magisterio de Educación Física en su formación inicial. Movimento. 19. 251
  • Mawer, M. (1995). The effective teaching of Physical Education. Longman. London.
  • Merleau-Ponty, M. (1994). Fenomenología de la percepción. Península. Barcelona.
  • Mills, M. (2000). The disciplining of pre-service teacher: reflections on the teaching of reflective teaching. Asia-Pacific Journal of Teacher Education. 28. 29-38
  • Orland-Barak, L. (2011). Novices ‘in story’: what first-year teachers’ narratives reveal about the shady corners of teaching. Teachers and Teaching. 17. 435
  • Pérez-Samaniego, V. M. (2011). La investigación narrativa en la educación física y el deporte: qué es y para qué sirve. Movimento. 17. 11-38
  • Perrenoud, P. (2010). Desarrollar la práctica reflexiva en el oficio de enseñar: profesionalización y razón pedagógica. Graó. Barcelona.
  • Rodgers, C. (2008). Handbook of research on teacher education: Enduring questions and changing contexts. Routledge. New York.
  • Ruohotie-Lyhty, M. (2013). Struggling for a professional identity: Two newly qualified language teachers' identity narratives during the first years at work. Teaching and Teacher Education. 30. 120
  • Schratz, M. (2014). Beyond the Reach of Teaching and Measurement: Methodology and Initial Findings of the Innsbruck Vignette Research. Pensamiento Educativo. 51. 123
  • Sekimoto, S. (2012). A multimodal approach to identity: Theorizing the self through embodiment, spatiality, and temporality. Journal of International and Intercultural Communication. 5. 226
  • Shilling, C. (2010). Exploring the society-body-school nexus: theoretical and methodology issues in the study of body pedagogics. Sport, Education and Society. 15. 151
  • Shilling, C. (2012). The Body and Social Theory. Sage. London.
  • Silvennoinen, M. (2001). La Educación Física, el deporte y la salud en el Siglo XXI. Marfil. Alicante.
  • Smith, B. (2016). Routledge handbook of qualitative research in sport and exercise. Routledge. London.
  • Smith, R. G. (2007). Developing professional identities and knowledge: becoming primary teachers. Teachers and Teaching. 13. 377
  • Sparkes, A.,Smith, B. (2014). Qualitative Research Methods in Sport, Exercise and Health: From Process to Product. Routledge. New York.
  • Stake, R. (2010). Qualitative Research. Studying how things work. Guilford. New York.
  • Varea, V. (2016). Using visual methodologies to understand pre-service Health and Physical Education teachers’ subjectivities of bodies. Sport, Education and Society. 1-13
  • Wacquant, L. (2009). The body, the ghetto and the penal state. Qualitative Sociology. 32. 101