Beginning to teach. The risks of the teaching trade

Autores/as

  • Andrea Alliaud Universidad de Buenos Aires (Argentina)
  • Estanislao Antelo Universidad de San Andrés (Argentina)

Palabras clave:

initiation in teaching, occupation, formation pedagogy

Resumen

Referring to initiation in teaching in present complex and mutant conditions, leads to  considering more general aspects related to the meaning of teaching and of teaching today. Understanding teaching as a particular occupation, permits identifying relevant aspects such as vocation, procedures and products of what is done. Recuperating the specificity and the totality of the process of producing persons provides traces for thinking in strengthen teaching, among the institutional crisis that it is going across. Bearing in mind these components, makes it possible moving forward to a definition of a formation pedagogy with the intention of contributing some reflections that strengthen the formative processes, as well as the initial performances as a teacher.

Citas

Baker, D.P., Riordan, C., Schaub, M. (1995). The effects of Sex-Grouped Schooling on Achievement: The Role of National Context. Comparative Education Review, 39, n° 4, pp. 468-483.

Baker, D.P., Akiba, M. Le Tendre, G.K., Wiseman, A.W. (2001). Worldwide Shadow Education: OutsideSchool Learning, Institutional Quality of Schooling, and Cross-National Mathematics Achievement. Educational Evaluation and Policy Analysis, 23, n°1 (primavera), pp. 1-7.

Baumert, J., Bos, W., Lehmann, R.H. (coords.) (2000). TIMSS/III. Dritte Internationale Mathematik – und Naturwissenschaftsstudie – Mathematisch-naturwissenschaftliche Bildung am Ende der Schullaufbahn (2 vol.). Opladen: Leske & Budrich. Baumert, J., Klieme, E., Neubrand, M., Prenzel, M., Schiefele, U., Schneider, W., Stanat, P., Tillmann,

K.-J., Weiß, M. (coords.) (2001). PISA 2000: Basiskompetenzen von Schülerinnen und Schülern im internationalen Vergleich. Opladen: Leske & Budrich.

Baumert, J., Schümer, G. (2001a): Familiäre Lebensverhältnisse, Bildungsbeteiligung und

Kompetenzerwerb. En: Baumert, J., Klieme, E., Neubrand, M. et al. (2001), pp. 323-407.

Baumert, J., Schümer, G. (2001b). Lebens- und Lernbedingungen von Jugendlichen. Schulformen als selektionsbedingte Lernmilieus. En: Baumert, J., Klieme, E., Neubrand, M. et al. (2001), pp. 454-467.

Boe, E.E., May, H.B.S, Barkanic, G.B.A., Boruch, R.F. (2001). Predictors of National Differences in Mathematics and Science Achievement of Eighth Grade Students: Data from TIMSS for the SixNation Education Research Program. Research Report n° 2001-TIMSS2. Filadelfia: Center for Research and Evaluation in Social Policy (Universidad de Pennsylvania).

Burstein (1989). Second International Study of Mathematics, vol. 3. Londres: Pergamon.

Hofer, M. (2001). Wertewandel und Schulmotivation. Pädagogische Implikationen postmoderner Werte. Conferencia pronunciada en el encuentro Konkurrierende Bildungsorte–Schule im Spannungsfeld von Familie, Jugendkulturen und Neuen Medien, Universidad Martín Lutero de WittenbergHalle, 7-9 de junio de 2001.

Inglehart, R. (1998). Modernisierung und Postmodernisierung. Fráncfort del M.: Campus. [Modernización y posmodernización: el cambio cultural, económico y político en 43 sociedades. Madrid: Centros de Estudios Políticos y Constitucionales, 2006.]

Klieme, E. (2000). Fachleistung im voruniversitären Mathematik – und Physikunterricht: Theoretische Grundlagen, Kompetenzstufen und Unterrichtsschwerpunkte. En: J. Baumert, W. Bos y R.H. Lehmann (coords.). TIMSS/III. Dritte Internationale Mathematik― und Naturwissenschaftsstudie – Mathematisch-naturwissenschaftliche Bildung am Ende der Schullaufbahn (vol. 2, pp. 57-128). Opladen: Leske & Budrich.

Klieme, E., Baumert, J. (2001). Identifying National Cultures of Mathematics Education: Analysis of Cognitive Demands and Differential Item functioning in TIMSS. European Journal of Psychology of Education, XVI, n° 3, pp. 385-402.

Klieme, E., Köller, O. Stanat. P. (2001). TIMSS und PISA: Von der Untersuchung fachlichen Lernens zur Analyse allgemeiner Kompetenzentwicklung. Journal für Schulentwicklung, 2, pp. 18-32 (??).

Klieme, E., Neubrand, M., Lüdtke, O. (2001). Mathematische Grundbildung: Testkonzeption und Ergebnisse. En: Baumert, J., Klieme, E., Neubrand, M. et al. (2001), pp. 141-190.

Le Tendre, G.K., Baker, D.P., Akiba, M., Goesling, B., Wiseman. A. (2001). Teachers’ Work: Institutional Isomorphism and Cultural Variation in the U.S., Germany, and Japan. Educational Researcher, 30, n° 6 (pp. 3-15).

Organización para la Cooperación y el Desarrollo Económicos (OCDE) (2001). Knowledge and Skills for Life. First Results from the OECD-Programme for International Student Assessment (PISA) 2000. París: OCDE.

Pong, S.-L., Pallas, A. (2001). Class Size and Eighth-Grade Math Achievement in the United States and Abroad. Educational Evaluation and Policy Analysis, 23, n° 3 (otoño), pp. 251-273.

Ramseier, E. (1999). Task Difficulty and Curricular Priorities in Science: Analysis od Typical Features of the Swiss Performance in TIMSS. Educational Research and Evaluation, 5, pp. 105-126.

Scheerens, J., Bosker, R.J. (1997). The Foundations of Educational Effectiveness. Londres: Pergamon.

Scheerens, J. (2001). Monitoring School Effectiveness in Developing Countries. En: Creemers, B.P.M., Reynolds, D. (coords.). School Effectiveness and School Improvement, 12, n° 4, pp. 359-384.

Schümer, G. (2001). Lebens– und Lernbedingungen von Jugendlichen. Institutionelle Bedingungen schulischen Lernens im internationalen Vergleich. En Baumert, J., Klieme, E., Neubrand, M. et al. (2001), pp. 411-427.

Stanat, P. & Kunter, M. (2001). Geschlechtsunterschiede in Basiskompetenz. En: Baumert, J., Klieme, E., Neubrand, M. et al. (2001), pp. 251-269.

Stevenson, D.L., Baker, D.P. (1991). State Control of the Curriculum and Classroom Instruction. Sociology of Education, 64 (enero), pp. 1-10.

Suter, L.E. (2000). Is Student Achievement Immutable? Evidence from International Studies on Schooling and Student Achievement. Review of Educational Research, 70, n° 4 (invierno), pp. 529-545.

von Kopp, B., Prucha, J., Grollmann, P. (2001). Trends in Bildung–international. 1a

edición. Fráncfort del M.: Deutsches Institut für Internationale Pädagogische Forschung.

Weiß, M., Steinert, B. (2001). Lebens- und Lernbedingungen von Jugendlichen. Institutionelle Vorgaben und ihre aktive Ausgestaltung – Die Perspektive der deutschen Schulleitungen. En: Baumert, J., Klieme, E., Neubrand, M. et al. (2001), pp. 427-454.

Woessmann, L. (2001). Why students in some countries do better: International evidence on the importance of education policy. Education Matters, pp. 67-74.

Descargas

Publicado

2009-04-01