Publication: El recorrido investigador de un educador novel explicado desde una perspectiva autobiográfica
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Date
2013-12-10
Authors
González Calvo, Gustavo ; Becerril González, Raquel
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Publisher
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Nuestro artículo se centra en el camino investigador seguido por un maestro especialista en Educación Física desde su etapa de formación inicial hasta la inserción profesional en diferentes niveles educativos. El objetivo es reflejar la manera en que los relatos autobiográficos (en forma de autonarrativas y diarios de clase) permiten llevar a cabo una investigación sistemática de la propia práctica, favoreciendo la comprensión, transformación y enriquecimiento de la enseñanza de manera crítica y razonada. La conclusión a la que llegamos es clara: la práctica reflexiva e investigadora llevada a cabo por el docente permite no sólo cuestionar y modificar su perspectiva acerca de la enseñanza, sino también debatir y evitar ciertas concepciones sobre la profesión que ha elegido y las obligaciones que ésta implica.
This article focuses on the research track followed by a PE teacher from the initial stage of his formation and throughout his professional experience in different educational levels. It shows the way in which autobiographical accounts (in the shape of narratives and class diaries) favour a systematic study of one´s own practice, enhancing its understanding, transformation and improvement from both a reasoned and critical perspective. The conclusion is evident: reflective practice gives not only the possibility of calling into question and modifying one´s attitude towards teaching, but also of debating and avoiding certain assumptions about the job chosen and the obligations derived from it.
This article focuses on the research track followed by a PE teacher from the initial stage of his formation and throughout his professional experience in different educational levels. It shows the way in which autobiographical accounts (in the shape of narratives and class diaries) favour a systematic study of one´s own practice, enhancing its understanding, transformation and improvement from both a reasoned and critical perspective. The conclusion is evident: reflective practice gives not only the possibility of calling into question and modifying one´s attitude towards teaching, but also of debating and avoiding certain assumptions about the job chosen and the obligations derived from it.
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