A look at teaching practice from the principles of identity and professional development

Authors

  • Edgardo Rafael Sánchez Montero Universidad de la Costa. Barranquilla (Colombia)

Keywords:

Teaching practice, Teacher identity, Professional development

Abstract

History in its transit through the time line, has become a faithful witness of the scientific evolution of pedagogy, not only due to the theoretical rigor of the explanations regarding the educational phenomenon, but also in the production and innovation of techniques that have evidenced the advancement of the teaching-learning process. However, beyond the thematic agenda that currently occupies this discipline from its object of study, it is essential to propose, within the framework of the research, a judicious review of what the teacher’s mission is at the moment, as well as the becoming that assists him in his role as a catalyst in human development; In other words, to generate debates around the horizon of teaching as an exercise that contributes in multiple ways to education, and which in turn is perfected with the emergence of new paradigms.

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Author Biography

Edgardo Rafael Sánchez Montero, Universidad de la Costa. Barranquilla (Colombia)

Dean, Department of Humanities, Universidad de la Costa (Barranquilla, Colombia)

References

Fierro, C. Fortoul, B. & Rosas, L. (1999). Transformando la Práctica Docente. Una Propuesta Basada en la Investigación Acción (Cap. 1 y Cap. 2). México, D.F.: Paidós.

Gómez, E. (2005). Identidad del docente: Vida personal y profesional. Didact, (46), 10–13. Available from hdl.handle.net/11117/2619

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Published

2020-04-30

How to Cite

Sánchez Montero, E. R. (2020). A look at teaching practice from the principles of identity and professional development. CULTURA EDUCACIÓN Y SOCIEDAD, 11(1), 3–8. Retrieved from https://ojstest.certika.co/culturaeducacionysociedad/article/view/2951

Issue

Vol. 11 No. 1 (2020): Cultura Educación y Sociedad

Section

EDITORIAL

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