Diálogo del profesorado en un desarrollo profesional centrado en el alumnado en una escuela secundaria de los Estados Unidos de América

Leticia Alvarez Gutiérrez; Patricia D. Quijada Cerecer

doi:10.7179/PSRI_2014.24.09

Autores/as

Leticia Alvarez Gutiérrez Universidad de Texas en San Antonio
Patricia D. Quijada Cerecer University of California at Davis

DOI:

https://doi.org/10.7179/PSRI_2014.24.09

Palabras clave:

Calidad docente, responsabilidad educativa, escuelas urbanas, formación de docentes en servicio, prácticas educativas

Resumen

Esta investigación estudia el impacto sobre un grupo de maestras y administradoras escolares de una iniciativa de desarrollo profesional culturalmente preparada y diseñada para un instituto de enseñanza secundaria hasta bachillerato en proceso de reforma de su organización. Usando paradigmas emergentes de la educación transformadora, diálogo educativo y el marco teórico del Desarrollo Profesional Orientado hacia el Alumno (en inglés, Learner Centered Professional Development), la investigación examina cómo resultaron afectadas las identidades adoptadas por maestras y directivos. Trece profesoras y tres líderes escolares de enseñanza secundaria hasta bachillerato participaron en la iniciativa de formación profesional impartida en un periodo de tres semanas. Los datos de este estudio forman parte de un corpus de datos más amplio que exploran iniciativas de desarrollo profesional en una gran ciudad en la región suroeste de Texas. Se utilizó la herramienta metodológica de análisis narrativo para codificar y analizar los datos. Los resultados apuntan hacia una renovación de identidades profesionales y la revitalización de actitudes y praxis por parte de las maestras y líderes escolares en lo relativo a los alumnos latinos. Los hallazgos indican que las identidades profesionales son transformadoras cuando se implementan desarrollos profesionales culturalmente responsables en los sistemas escolares. Además, los resultados implican que esta iniciativa de desarrollo profesional empodera a las maestras y administradoras escolares, transforma sistemas de creencias, y proporciona un conocimiento y entendimiento profundo en cuanto a prácticas pedagógicas culturalmente responsivas y de liderazgo, que resultan básicas a la hora de trabajar con estudiantes latinos. Más aún, los hallazgos sirven como catalizador para estudios futuros cuya meta es explorar cómo estas iniciativas de desarrollo profesional influyen en el índice de permanencia de maestros y administradores en sistemas educativos desde pre-escolar hasta bachillerato.

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Citas

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