Innovación y escenas pedagógicas: formadores de profesores en laboratorio de aprendizaje

Carmen Gloria Garrido-Fonseca, Danisa Salinas-Carvajal

Producción científica: Contribución a una revistaArtículorevisión exhaustiva

1 Cita (Scopus)

Resumen

This article explores teacher educators' perceptions during their participation in innovative pedagogical scenes experienced through a Learning Laboratory (LLab) during an academic year. A qualitative approach was used in the methodological design of the study using three main instruments to collect data: interdisciplinary dialogues, reflections from teachers' experiences during the process, and a Focus Group at the end of the process. Data were analyzed through content analysis reaching a categorization of three main concepts. Results from the teachers' innovative experiences in LLab show that they developed their identity process through three main factors: a methodological breakage, integrated knowledge, and emotionality being this last factor a contribution to research in innovation in teacher education.

Título traducido de la contribuciónInnovation and Pedagogical Scenes: Teacher Educators in a Learning Laboratory
Idioma originalEspañol
Páginas (desde-hasta)79-99
Número de páginas21
PublicaciónRevista Colombiana de Educacion
Volumen1
N.º85
DOI
EstadoPublicada - 1 may. 2022

Palabras clave

  • educational innovation
  • higher education
  • pedagogical experiences
  • teacher educators

Áreas temáticas de ASJC Scopus

  • Educación

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