Veinte años de formación permanente del profesorado, investigación-acción y programación por dominios de acción motriz (Twenty Years of In-service Teacher Education, Action Research and Programming Based On «Action Domain of Motor Skills»)
DOI:
https://doi.org/10.47197/retos.v0i29.42494Keywords:
Investigación-Acción, Formación Permanente del Profesorado, Educación Física, Desarrollo Profesional Docente, Dominios de Acción Motriz ( Action Research, In-service Teacher Education, Physical Education, Professional Teacher Development)Abstract
El objetivo de este artículo es revisar la experiencia acumulada por un grupo de profesores que lleva veinte años desarrollando dinámicas de investigación-acción (I-A) y analizar cómo ello influye en el desarrollo profesional y en la mejora de su práctica docente. Desde hace diez años el grupo organiza toda su programación de Educación Física en Primaria en base a los Dominios de Acción Motriz, al entender que actualmente es la mejor forma de organizar los contenidos de aprendizaje. La metodología de trabajo está basada en la sucesión de espirales y ciclos de I-A y en diferentes instrumentos cualitativos de recogida de datos, principalmente el grupo de discusión comunicativo. Los resultados muestran las diferentes fases de I-A por las que ha ido pasando el grupo en estos 20 años y la estructura de funcionamiento actual. También se realiza un análisis de las principales ventajas e inconvenientes encontrados en este tiempo: (a) la participación en grupos de trabajo de I-A supone un fuerte estímulo y ayuda en el desarrollo profesional docente; (b) parece ser un elemento importante en la mejora de la calidad docente del profesorado implicado en el mismo, así como un fuerte apoyo para ir solucionando los problemas que surgen en la práctica educativa; (c) favorece el desarrollo profesional docente y la mejora de la calidad educativa en el área de EF. Al final del artículo se presentan una serie de reflexiones y conclusiones sobre las implicaciones de mantener un grupo de trabajo de estas características durante tanto tiempo.
Abstract. The aim of this paper is to revise the experience of a group of teachers that spent twenty years developing Action Research (AR) dynamics, and analyze how it influenced their professional development and the improvement of the quality of their teaching. In the past ten years the group has organized its programming in Primary physical education based on «Action domain of motor skills», with the understanding that, currently, it is the best way to structure their learning contents. The working methodology is based on a succession of AR spirals and cycles, and in different qualitative tools of data collection, particularly through the communicative discussion group. The results show the different AR phases and spirals the group has gone through in these 20 years and the current practice group structure. This article also includes an analysis of the main lessons, in terms of strengths and weaknesses, learned during this time: (a) the involvement in AR working groups meant a strong encouragement and support in teaching professional development; (B) it also seemed to be an important element in the enhancement of the quality of the teaching practice of the teacher involved in the project, as well as a strong support to solve the problems that arise in educational practice; (C) in addition, it promoted teaching development and improved the quality of education in the field of PE. To end, we address some reflections and conclusions about the implications of sustaing a working group of this nature for this long.
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