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Teacher-Researcher Training in Higher Education: a Systems Thinking Approach

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dc.contributor.authorAstaíza-Martínez, Andrés Felipe
dc.contributor.authorMazorco-Salas, Julio Eduardo
dc.contributor.authorCastillo-Bohórquez, María Isabel
dc.date.accessioned2020-09-16T15:06:54Z
dc.date.available2020-09-16T15:06:54Z
dc.date.issued2020-05-22
dc.description.abstractThere is a current consensus on teacher training as a key element to promote the quality of higher education. Despite that, a lot of teacher preparation programs are short-term training efforts enmeshed in a politically endorsed ‘social market’ perspective that emphasized instructional skill training and adaptation to the existing curricular organization. In this context, training processes based on an innovative alternative vision framed in a dynamic learning system were context plays a determining role are crucial. This article presents a formative experience of teacher-researchers in the university context, theoretically oriented from systems thinking and characterized by a holistic approach based on contextual learning. The research was designed using Grounded Theory with a biographical-narrative approach. Participant observation, sociodemographic questionnaire, and semi-structured interviews were used as data collection instruments. The results show a formative process in which the pedagogical practice is the training core, and highlight the strengths of systems thinking to favor the co-construction of a teacher identity that integrates biographies and personal interests of teachers, as well as the configuration of teacher training processes oriented to collaborative learning. Additionally, it was found that the process shows strengths in several relevant aspects in teacher education such as reflective teaching as a rejection of top-down forms of educational programs, the importance of reflective thinking and reflective feeling and the importance of collaborative learning to contribute to the solution of contextual problems.es_CO
dc.description.sponsorshipUniversidad de Ibaguées_CO
dc.identifier.citationAstaíza-Martínez, A.F., Mazorco-Salas, J.E. & Castillo-Bohórquez, M.I. Teacher-Researcher Training in Higher Education: a Systems Thinking Approach. Syst Pract Action Res (2020). https://doi.org/10.1007/s11213-020-09532-xes_CO
dc.identifier.issn1094-429X
dc.identifier.urihttps://link.springer.com/article/10.1007%2Fs11213-020-09532-x
dc.language.isoenes_CO
dc.publisherSystemic Practice and Action Researches_CO
dc.subjectTeacher educationes_CO
dc.subjectHigher educationes_CO
dc.subjectSystems thinkinges_CO
dc.subjectTeacher identityes_CO
dc.titleTeacher-Researcher Training in Higher Education: a Systems Thinking Approaches_CO
dc.typeArticlees_CO
dspace.entity.typePublication
eperson.emailandres.astaiza@unibague.edu.coes_CO
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