Formation and profession: reflecting upon a converging road

  • María Ines Blanc Universidad Nacional de Mar del Plata
  • María del Rosario Abrego Universidad Nacional de Mar del Plata

DOI:

https://doi.org/10.19137/https://dx.doi.org/10.19137/praxiseducativa-2019-230203

Keywords:

journaling, school biography, teaching profession, autoethnography

Abstract

It is hard to see oneself as the research subject. In this paper, we try to uncover the roads that lead to an integral formation, combining personal experiences and the beginning of a professional career as a professor. This formation led to a dynamic and enriching grid of experiences that helped determine the creation of the subject- professor. Through the narration of her own story, a new professor reflects upon different points of focus that allow us to rethink her formation.We stayed away from the classic analysis format and, instead, put the emphasis on the professor, self-interpreted from multireferential perspectives.We conceptualized the formation in its relation to the early stages of a teaching career, from a dynamic and subjective perspective, influenced by opportunities and experiences.

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Author Biographies

María Ines Blanc, Universidad Nacional de Mar del Plata

Profesora e investigadora de la Facultad de Humanidades, Universidad Nacional de Mar del Plata, Argentina. Adjunta a cargo de la Cátedra Didáctica Especial y Práctica Docente del Profesorado en Geografía. Miembro del Grupo de Investigadores en Educación y Estudios Culturales. Profesora en Geografía  y Especialista en Docencia Universitaria. Trabajo en investigación vinculado a la evaluación formativa en la educación superior, al análisis interpretativo de experiencias biográficas de docentes noveles, y a la aplicación de la perspectiva decolonial para analizar clases de Geografía en la escuela secundaria y relaciones docente – alumnos en contextos escolares  suburbanos.

María del Rosario Abrego, Universidad Nacional de Mar del Plata

Profesora en Geografía, docente secundaria. Adscripta a la cátedra Didáctica Especial y Práctica docente.  UNMdP Argentina

References

Alliaud, A. (2010). La biografía escolar en el desempeño profesional de docentes noveles. Proceso y resultados de un trabajo de investigación. En Winerman, C. y M. Divirgilio (Comps.) El quehacer de la investigación en educación. Buenos Aires: Manantial.

Alliaud, A. (2011). Narración de la experiencia: práctica y formación docente. Revista Reflexao e Açao, Santa Cruz do Sul. Vol. 19 nro. 12 pp. 92-108.

Bolívar, A. (2002). ¿De nobis ipsis silemus?: Epistemología de la investigación biográfico-narrativa en educación. Revista Electrónica de Investigación Educativa, 4 (1). Recuperado de: http://redie.uabc.uabc.mx/vol4no1/contenido-bolivar.html

Bolívar, A. y J. Domingo (2006). Biographical-narrative Research in Iberoamérica: Areas of Development and the Current Situation. FORUM: QUALITATIVE SOCIAL RESEARCH. Volume 7, N° 4, Art. 12.

Holman Jones, S. (2015). Autoetnografía. Transformación de lo personal en político En Denzin y Lincoln Métodos de recolección y análisis de datos. Manual de Investigación cualitativa. Vol. IV. Buenos Aires: Gedisa.

Kalb, J. (2001). Documentary solo perfomance, Theater, 31 (3) pp. 13 a 29.

Souto, M. (2016). Pliegues en la formación. Sentidos y herramientas para la formación docente. Buenos Aires: Homo Sapiens

Obra de Portada: S/T, óleo. Cristina Prado. Las obras de artístas plásticos que acompañan a los artículos pertenecen al Museo Provincial de Arte.imagenes de las obras

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Published

2019-05-29

How to Cite

Blanc, M. I., & Abrego, M. del R. (2019). Formation and profession: reflecting upon a converging road. Praxis Educativa, 23(2), 1–12. https://doi.org/10.19137/https://dx.doi.org/10.19137/praxiseducativa-2019-230203

Issue

Vol. 23 No. 2 (2019): mayo - agosto

Section

Artículos

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