Publication: Componentes y dimensiones que caracterizan una buena
praxis en Educación Infantil (0-3 años)
Authors
Mendioroz Lacambra, Ana María ; Rivero Gracia, María Pilar
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
http://dx.doi.org/10.6018/rie.37.1.318521
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info:eu-repo/semantics/article
Description
Abstract
Para mejorar la calidad educativa, es fundamental investigar y visibilizar buenas prácticas
docentes. Desde hace varios años y en esta línea, las autoras intervienen en proyectos de
innovación e investigación centrados en la Educación Infantil, lo que les ha permitido conocer
y analizar la realidad educativa de esta etapa. Este artículo se centra en los resultados de un
proyecto concreto de investigación, en el que participan universidades de ámbito europeo y
latinoamericano con el objetivo de reconocer, analizar, normalizar, representar y hacer visibles
100 buenas prácticas en Educación Infantil, en un marco plural de características y condiciones.
Se emplea una metodología cualitativa que permite vincular creencias implícitas con las prácticas
docentes, y se recopilan los datos mediante entrevistas, observaciones en el aula y registros. En
esta ocasión se presentan los criterios registrados por el grupo de investigación para reconocer
buenas prácticas en el tramo 0-3 años, donde se evidencian, mediante las narrativas de las
docentes, apoyadas por las observaciones y registros realizados en el aula, los componentes
conceptuales y operacionales que caracterizan una buena praxis en Educación Infantil, en la
línea de estudios precedentes.
To improve the educational quality, it is fundamental to investigate and make visible good teaching practices. For several years and in this line, the authors have intervened in innovation and research projects focused on early childhood education, which has allowed them to know and analyze the educational reality of this stage. Specifically this work that is now presented, is the result of a subsequent research project, in which European universities and Latin American universities participate, with the aim of detecting, analyzing, systematizing and representing 100 good practices in Early Childhood Education, in a framework of plural characteristics and conditions. A qualitative methodology is used to link assumed beliefs with teaching practices, and data are collected through interviews, observations in the classroom and records. This article presents some of the criteria proposed by the research group to identify good practices, in the 0-3year period, where they are evidenced, through the narratives of the teachers, supported by the observations and records made in the classroom, the conceptual and operative components that characterize a good praxis in Infantile Education.
To improve the educational quality, it is fundamental to investigate and make visible good teaching practices. For several years and in this line, the authors have intervened in innovation and research projects focused on early childhood education, which has allowed them to know and analyze the educational reality of this stage. Specifically this work that is now presented, is the result of a subsequent research project, in which European universities and Latin American universities participate, with the aim of detecting, analyzing, systematizing and representing 100 good practices in Early Childhood Education, in a framework of plural characteristics and conditions. A qualitative methodology is used to link assumed beliefs with teaching practices, and data are collected through interviews, observations in the classroom and records. This article presents some of the criteria proposed by the research group to identify good practices, in the 0-3year period, where they are evidenced, through the narratives of the teachers, supported by the observations and records made in the classroom, the conceptual and operative components that characterize a good praxis in Infantile Education.
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