The potential for failure. A path for reflection in teaching practice

The article analyzes the work The Professor written by Frank McCourt, and which was published in 2006. The narration displays a multicolored kaleidoscope, intertwining multiple variables as central thematic nuclei in teacher training and performance in spaces that reveal the social conflict that the...

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Detalles Bibliográficos
Autor principal: Franco, Juan C.
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional del Comahue. Facultad de Ciencias de la Educación y Psicología. Secretaría de Investigación 2024
Materias:
Formación
Contar historias
Adolescencias
Práctica docente
Fracaso
Acceso en línea:https://revele.uncoma.edu.ar/index.php/confluenciadesaberes/article/view/4873
Aporte de:
Repositorio de Revistas Electrónicas REVELE (UNComahue) de Universidad Nacional del Comahue
id I22-R128-article-4873
record_format ojs
institution Universidad Nacional del Comahue
institution_str I-22
repository_str R-128
container_title_str Repositorio de Revistas Electrónicas REVELE (UNComahue)
language Español
format Artículo revista
topic Formación
Contar historias
Adolescencias
Práctica docente
Fracaso
spellingShingle Formación
Contar historias
Adolescencias
Práctica docente
Fracaso
Franco, Juan C.
The potential for failure. A path for reflection in teaching practice
topic_facet Formación
Contar historias
Adolescencias
Práctica docente
Fracaso
author Franco, Juan C.
author_facet Franco, Juan C.
author_sort Franco, Juan C.
title The potential for failure. A path for reflection in teaching practice
title_short The potential for failure. A path for reflection in teaching practice
title_full The potential for failure. A path for reflection in teaching practice
title_fullStr The potential for failure. A path for reflection in teaching practice
title_full_unstemmed The potential for failure. A path for reflection in teaching practice
title_sort potential for failure. a path for reflection in teaching practice
description The article analyzes the work The Professor written by Frank McCourt, and which was published in 2006. The narration displays a multicolored kaleidoscope, intertwining multiple variables as central thematic nuclei in teacher training and performance in spaces that reveal the social conflict that the educational field isgoing through before and today. Reading challenges us and impels us to questionourselves in particular as teachers and even more so as teacher trainers: what motivates the subjects to choose the teaching career? Is the reason in question decisive in the exercise of the profession? What place does teacher training occupy in its performance? What model of teacher training does the reality of the classroomdemand? How does the teacher deal with the unpredictability of the classroom?These questions strain our knowledge and modes of action by avoiding their crystallization; they arise from a perception enriched in dialogues, experiences  and readings formed from the conflicts. The text focuses on those situations thatMcCourt faces in the classroom based on storytelling, an experience that allows himto return to his childhood-adolescent past, scenes that become present and that enables the opening of other meeting, exchange, and listening spaces with the new generations. It is in the educational practice with vulnerable young people that it warns that what is received in teacher training is inadequate. This break is revealedin the use of survival strategies that over time and filtered by reflective thinking will become true teaching strategies.
publisher Universidad Nacional del Comahue. Facultad de Ciencias de la Educación y Psicología. Secretaría de Investigación
publishDate 2024
url https://revele.uncoma.edu.ar/index.php/confluenciadesaberes/article/view/4873
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first_indexed 2024-08-12T23:07:36Z
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spelling I22-R128-article-48732024-03-27T17:20:10Z The potential for failure. A path for reflection in teaching practice La potencialidad del fracaso. Un camino para la reflexión en la práctica docente Franco, Juan C. Formación Contar historias Adolescencias Práctica docente Fracaso The article analyzes the work The Professor written by Frank McCourt, and which was published in 2006. The narration displays a multicolored kaleidoscope, intertwining multiple variables as central thematic nuclei in teacher training and performance in spaces that reveal the social conflict that the educational field isgoing through before and today. Reading challenges us and impels us to questionourselves in particular as teachers and even more so as teacher trainers: what motivates the subjects to choose the teaching career? Is the reason in question decisive in the exercise of the profession? What place does teacher training occupy in its performance? What model of teacher training does the reality of the classroomdemand? How does the teacher deal with the unpredictability of the classroom?These questions strain our knowledge and modes of action by avoiding their crystallization; they arise from a perception enriched in dialogues, experiences  and readings formed from the conflicts. The text focuses on those situations thatMcCourt faces in the classroom based on storytelling, an experience that allows himto return to his childhood-adolescent past, scenes that become present and that enables the opening of other meeting, exchange, and listening spaces with the new generations. It is in the educational practice with vulnerable young people that it warns that what is received in teacher training is inadequate. This break is revealedin the use of survival strategies that over time and filtered by reflective thinking will become true teaching strategies. El ensayo analiza la obra El Profesor escrita por Frank McCourt publicada en el año 2006. La narración despliega un caleidoscopio multicolor, entrecruza múltiples variables como núcleos temáticos centrales en la formación y desempeño docente en espacios que revelan la conflictividad social que atraviesa el ámbito educativoantes y hoy. La lectura nos interpela y nos impele a interrogarnos en particular como docentes y más aún como formadoras/es de profesoras/es: ¿qué motiva a las/os sujetos a elegir la carrera de docente? El motivo en cuestión, ¿es determinante en el ejercicio de la profesión?, ¿qué lugar ocupa la formación docente en su desempeño?, ¿qué modelo de formación docente demanda la realidad de las aulas?, ¿cómo transita la/el profesor/a la impredecibilidad del aula? Estas preguntas tensionan nuestros saberes y modos de acción al evitar su cristalización; surgen de una percepción enriquecida en diálogos, experiencias y lecturas formadas de los conflictos. El texto hace foco en aquellas situaciones que enfrenta McCourt en las aulas a partir de contar historias, experiencia que le permite regresar sobre su pasado infantil-juvenil, escenas que se hacen presentes y que habilita abrir otros espacios de encuentro, intercambio, escucha con las nuevas generaciones. Es en la práctica educativa con jóvenes vulnerables que advierte, que lo recibido en la formación docente, resulta inadecuado. Ese quiebre se trasluce en el uso deestrategias de supervivencia que, con el tiempo y filtrado por pensamiento reflexivo, devendrán en verdaderas estrategias de enseñanza. Universidad Nacional del Comahue. Facultad de Ciencias de la Educación y Psicología. Secretaría de Investigación 2024-03-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Ensayo evaluado por pares application/pdf https://revele.uncoma.edu.ar/index.php/confluenciadesaberes/article/view/4873 Confluencia de Saberes. Revista de Educación y Psicología; Núm. 9 (2024); 25-47 Confluencia de Saberes. Revista de Educación y Psicología; n. 9 (2024); 25-47 2683-989X spa https://revele.uncoma.edu.ar/index.php/confluenciadesaberes/article/view/4873/62192 Derechos de autor 2024 Confluencia de Saberes. Revista de Educación y Psicología https://creativecommons.org/licenses/by-nc-nd/2.5/ar/

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