Editorial: La formación continua del profesorado de la Educación Obligatoria en el contexto español

Autores/as

  • Juan Manuel Escudero Muñoz Universidad de Murcia

Resumen

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Citas

Ball, S. (2015). Subjectivity as a site of struggle: refusing neoliberalism? British Journal of Sociology of Education, June, 1-18. http://dx.doi.org/10.1080/01425692.2015.1044072

Bolívar, A. (2006). La identidad profesional del profesorado de Secundaria. Crisis y reconstrucción. Archidona: Aljibe.

Borko, H. (2004) Professional Development and Teacher Learning: Mapping the Terrain. Educational Researcher, 33(8), 3-15. http://dx.doi.org/10.3102/0013189X033008003

Borko, H., Jacobs, J., & Koellner, K. (2010). Contemporary approaches to teacher professional development. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education, (Vol 7, pp. 548-556). Oxford, England: Elsevier.

Borko, H., Liston, D., & Whitcomb, J. A. (2007). Apples and fishes: The debate over dispositions in teacher education. Journal of Teacher Education, 58(5), 359-364.

Borko, H., Liston, D., & Whitcomb, J. A. (2007). Genres of empirical research in teacher education. Journal of Teacher Education, 58(1), 3-11. http://dx.doi.org/10.1177/0022487106296220

Cabrera, F. (2005). Categorización y triangulación como procesos de validación del conocimiento en investigación cualitativa. Theoria, 14(1), 61-71.

Cochram-Smith, M. & Villegas, A. (2015). Studying Teacher Preparation: the Questions that Drive Research. European Educational Research Journal, 14(5), 379–394.

Cochram-Smith, M. (2005). Teacher Eduation and the Outcomes Trap. Journal of Teacher Education, 56(5), 411-417. https://doi.org/10.1177/0022487105282112

Cochram-Smith, M., Ell, F., Grudlow, L., Haighe, M., & Hill, M. (2014). When Complexity Theory Meets Critical Realism: A Platform for Research on Initial Teacher Education. Teacher Education Quarterly, 41(1), 105-122.

Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional Learning in the Learning Profession: A Status Report on Teacher Development in the US and Abroad. Technical Report. National Staff Development Council. Disponible en https://pdfs.semanticscholar.org/27a2/ddcbbce4e24b6b9458976d3617237f1801f1.pdf

Easton, L.B. (2008). From Professional Development to Professional Learning. Phi Delta Kappan, 89(10), 755-761. https://doi.org/10.1177/003172170808901014

EC (2012). Supporting the Teaching Professions for Better Learning Outcomes. Commission Staff Working Document. Strasbourg. Recuperado de http://eurlex.europa.eu/legal-content/EN/TXT/PDF/ uri=CELEX:52012SC0374&rid=4

Escudero, J.M. (2011). La formación continuada del profesorado, un tema crucial para la mejora de la educación. Proyecto COMBAS. Ministerio de Educación, Madrid.

Escudero, J.M. (Coord.) (2013). Estudiantes en riesgo, centros de riesgo. Murcia: DM Editor.

Guskey, T.R. (2002). Does it make a difference? Evaluating Professional Development. Educational Leadership, 59(6), 41-45.

Hardy, I. (2012). The Politics of Teacher Professional Development. Policy, Research and Practice. New York: Routledge.

Hargreaves, A. & Fullan, M. (2014). Capital profesional. Madrid: Morata.

Hayes, D, Mills, M., Christie, P. & Lingard, B. (2006). Teachers and Schooling making a difference: productive pedagogies, assessment and performance. Crows Nest (Aus.): Allen & Unwin.

Hernández, R. (2014). La investigación cualitativa a través de entrevistas: su análisis mediante la teoría fundamentada. Cuestiones Pedagógicas, 23, 187-210.

Ingvarson, L., Reid, K., Buckley, S., Kleinhenz, E., Masters, G., & Rowley , G. (Sept, 2014). Best Practice Teacher Education Programs and Australia’s Own Programs. Canberra: Department of Education.

Keller, R. (2010) El análisis del discurso basado en la sociología del conocimiento (ADSC). Un programa de investigación para el análisis de relaciones sociales y políticas de conocimiento [57 párrafos]. Forum Qualitative Sozialforschung/ Forum: Qualitative Social Research, 11(3), Art. 5, http://nbnresolving.de/urn:nbn:de:0114-fqs100352

Liston, D., Whitcomb, J., & Borko, H. (2007). NCLB and scientifically-based research: Opportunities lost and found. Journal of Teacher Education, 58(2), 99-107.

Little, J.W. (2006). Professional Community and Professional Development in the Learning-Centered School. University of California, Berkeley: Best Practices NEA Research Working Paper. Available in

http://beta.nea.org/assets/docs/HE/mf_pdreport.pdf

Marcelo, C. y Vaillant, D. (2009). Desarrollo profesional docente. ¿Cómo se aprende a enseñar? Madrid: Narcea.

Montero, L. (2006) Las instituciones de formación permanente, los formadores y las políticas de formación en el Estado de las Autonomías. En Escudero, J y Alberto, L (coords.) La formación del profesorado y la mejora de la educación. Barcelona: Octaedro.

Pérez Gómez, A. (2010) Aprender a educar. Nuevos desafíos para la formación de docentes. Revista Interuniversitaria de Formación del Profesorado, 68 (24.2), 37-60.

Reid, M. (2016) How Does Professional Development Improve Teaching. Review of Educational Research, 86(4), 945–980.

Stoll, L., Harris, A. & Handscomb G. (2012). Great professional development which leads to great pedagogy: nine claims for research. National College for School Leadership. Available in http://exeterconsortium.com/sites/default/files/resource/Great-professional-development-which-leads-to-great-pedagogy-nine-claims-from-research.pdf

TALIS. (2014). Estudio Internacional de la Enseñanza y el Aprendizaje. Informe Español. Disponible en http://www.mced.gob.es/inee

Timperley, H. & Alton-Lee, A, (2008). Reframing Teacher professional learning: An alternative Policy Approach to strengthening valued outcomes for diverse learners. Review of research in Education, 32, 1-45.

Wei, R., Darling-Hammond, L., Adamson, F. & Andradee, J. (2010). Professional development in the United States: Trends and challenges. Dallas, TX: National Staff Development Council.

Wilson, S. & Berne, J (1999). Teacher Learning and the acquisition of Professional Knowledge: An Examination of Research and Contemporary Professional Development. In S. Wilson & J. Berne (Eds.). Research in Education, New York: Sage.

Zeichner, K., Bowman, M., Guillen, L. & Napolitan, K. (2016). Engaging and Working in Solidarity With Local Communities in Preparing the Teachers of Their Children. Journal of Teacher Education, 67(4), 277-290.

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Publicado

2017-09-01