Antoni Badia

Ser un docente estratégico: cuando cambiar la estrategia no basta

Resumen El artículo que presentamos responde a una doble finalidad. Por una parte nos proponemos ampliar el marco conceptual que fundamenta la noción de docente estratégico con el fin de hacerlo más explicativo y ayudar a entender mejor las dificultades de los profesores cuando deben enfrentarse a situaciones conflictivas desestabilizadoras a distintos niveles (conceptual, estratégica y emocionalmente). Para ello, en la primera parte definimos y caracterizamos las nociones de identidad y self del profesor, así cómo la noción de incidente crítico, un dispositivo óptimo para poder acceder al self del profesor. En la segunda parte presentamos un estudio de caso, de carácter descriptivo, sobre las relaciones entre la identidad y el self de dos profesores universitarios. Los resultados obtenidos en este estudio evidencian el grado de coherencia existente entre las características de la identidad del profesor y su actuación docente real (self). Por otra parte el estudio presenta evidencias de cómo actúan los profesores ante incidentes críticos y como cambian para ajustarse a la situación conflictiva. Finalmente se plantean las potencialidades y limitaciones del uso de incidentes críticos en calidad de instrumento metodológico para la investigación en este campo de estudio y también en la formación del profesorado.

La construcción colaborativa de conocimiento en las redes de comunicación asíncrona y escrita (RCAE): una revisión de los instrumentos analíticos

Resumen Este trabajo presenta la revisión de diversos tipos de instrumentos de análisis creados para investigar los procesos de construcción colaborativa de conocimiento en las RCAE. Para ello, seleccionamos cinco líneas de investigación sobre el tema, que denominamos: la construcción social de conocimiento, las habilidades de pensamiento crítico, la convergencia de conocimiento, la construcción de conocimiento mediante la argumentación, y la reciprocidad y el conocimiento compartido. De cada línea de investigación identificamos los modelos analíticos utilizados, y nos detenemos en definir los conceptos clave del marco teórico, resumir las dimensiones y categorías que utilizan, y examinar sus posibilidades y limitaciones. En la parte final planteamos algunos retos futuros sobre los instrumentos analíticos usados en la investigación en este ámbito de conocimiento.

Renaming Teaching Practice through Teacher Reflection Using Critical Incidents on a Virtual Training Course.

Abstract This study approaches teacher learning from a dialogical viewpoint where lecturers’ voices used in a training course context reflect how lecturers generated new professional discourse. The design of the training course considered the analysis of several critical incidents (CIs) in online teaching. An analytical framework based on lecturers’ discourse and ways of thinking about teaching was used to identify types of renaming teaching practice. The empirical element of the study analysed the written utterances about teaching provided by 12 online instructors in order to determine what kinds of new discourse emerged during the analysis of 15 CIs in online teaching. Results showed that local discourse is the lecturers’ most commonly used discourse, prototypical incidents generated more professional discourse than personal and real CIs, and professional discourse can be created by means of at least nine different ways of articulating discourse. On the basis of these results, some pedagogical implications for lecturer learning are discussed.

Collaborative solving of information problems and group learning outcomes in secondary education / Resolución colaborativa de problemas informacionales y resultados de aprendizaje grupal en la educación secundaria

Abstract This research focuses on the study of the processes of collaborative solving of information problems and their impact on group learning outcomes. Forty-nine pairs of students solved three learning tasks with learning goals of increasing complexity: information selection, information interpretation, and interrelating concepts. We analysed two types of data: group work processes and group learning outcomes. The group work processes were assessed using eight dimensions, and group learning outcomes were evaluated in two ways: quality of the group written product, and shared correct knowledge. Findings reveal the significant influence of some aspects of the group work processes (such as searching for information, processing information, shared task regulation, the construction of shared knowledge, and emotional climate) in the group learning outcomes. Results also show that this influence is most evident in tasks with more complex learning demands. Finally, some educational proposals for school education are provided.

Research trends in technology-enhanced learning / Tendencias de la investigación en el aprendizaje favorecido por la tecnología

Abstract In this paper, we show findings through a data-content analysis of 555 abstracts of articles published in 2013 from five major journals in the field of technology-enhanced learning. The data analysis, using WordStat 6.0 software, followed two main steps. Firstly, a descriptor dictionary was built, and secondly, the frequency and clusters of descriptors were calculated. The theoretical review of previous studies reveals four types of reference topics: technology, environments and applications; processes and learning outcomes; learning activities; and subjects. The analysis of the abstracts reveals two great lines of research. The first is related to technology, including virtual learning environments, game-based learning, mobile learning and learning through communication technologies. The second is related to learning content and includes engineering, mathematics, science, reading and writing.

Faculty identity through spheres of teaching and research activity and associated genres

ABSTRACT This study aims to understand how faculty identity development is related to a differential use of writing genres in the teaching and research spheres of activity and whether this development follows different paths, on the bases of faculty perceptions regarding what they consider their main goal at university and their preferred sphere of activity. Participants (N = 67) answered the online survey Faculty identity and academic writing. A mixed-method design combining quantitative and qualitative data analysis was used. Results showed first that the most often used genres were written exams in the teaching sphere of activity. Second, activities related to the research sphere, such as writing-related activities and participation in events were the least reported while evaluative activities were mentioned in all spheres. Third, faculty’s perceptions regarding their main goal at university (research) were not in alignment with their preferences (teaching). Writing genres used and activities reported closely mirror preferred spheres of activity and mismatch faculty’s perceptions of their main goal at universities. In conclusion, sphere of activity preferences relate to different paths of faculty’s identity development.