Desarrollo profesional de profesores principiantes de educación básica: el papel de la metodología de trabajo por proyectos
DOI:
https://doi.org/10.20952/revtee.v15i34.16945Palabras clave:
Desarrollo profesional, Enseñanza centrada en el alumno, Fase de inducción, Metodología de trabajo por proyectos, Profesores principiantesResumen
El inicio de la carrera docente es un período desafiante para el desarrollo de las prácticas educativas del profesor, siendo fundamental para su desarrollo profesional. Este estudio tiene como objetivo comprender el papel de la metodología de trabajo por proyectos en el desarrollo profesional de los profesores de educación básica al inicio de sus carreras. El análisis cualitativo realizado se basa en datos recopilados a través de entrevistas semiestructuradas con ocho profesores principiantes. Los resultados muestran que los profesores principiantes tienen algunas dificultades para integrar este método en sus prácticas docentes, lo que podría mitigarse mediante una colaboración más consistente entre las instituciones de formación inicial del profesorado y las escuelas, con el fin de facilitar su integración en la carrera docente y su desarrollo profesional.
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