New teachers: reflections from knowledge and training
The transformation of the school suggests that the teacher must carry out a critical reflection that leads to a permanent deconstruction of his knowledge and work; it also, requires a constant restructuring of the curricula proposed for the training of teachers, so that respond to the new realities...
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| Formatua: | Online |
| Hizkuntza: | gaztelania |
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Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2022
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| Sarrera elektronikoa: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2699 |
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Etiketarik gabe, Izan zaitez lehena erregistro honi etiketa jartzen!
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| _version_ | 1858041893992005632 |
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| author | Mina Urrutia, Maritza Bibiana |
| author_browse | Mina Urrutia, Maritza Bibiana |
| author_facet | Mina Urrutia, Maritza Bibiana |
| author_sort | Mina Urrutia, Maritza Bibiana |
| collection | OJS- Educación y Ciudad |
| description | The transformation of the school suggests that the teacher must carry out a critical reflection that leads to a permanent deconstruction of his knowledge and work; it also, requires a constant restructuring of the curricula proposed for the training of teachers, so that respond to the new realities of school scenarios. The present review work aims to compile the most relevant contributions that have been made in Colombia around pedagogical knowledge and teacher training. To this end, a descriptive theoretical inquiry of a documentary type has been elaborated that allows to consider the contributions of a theoretical nature and to analyze the problems found, the methodologies used, the instruments applied, and the results found in the investigations that address the construction on pedagogical knowledge and teacher training in Colombia. The fundamental ideas of the document revolve around the way in which the concept of pedagogical knowledge has been constructed in Colombia and the orientations from which teacher training programs in this country have been structured. conclusions derived from the results found suggest the imperative need to install pedagogical knowledge as a field of permanent research that provides significant elements that allow the continuous restructuring of teacher training curricula in Colombia. |
| first_indexed | 2026-02-24T16:00:33Z |
| format | Online |
| id | oai:revistas.idep.edu.co:article-2699 |
| institution | IDEP |
| language | spa |
| last_indexed | 2026-02-24T16:00:33Z |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| publisherStr | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| record_format | ojs |
| spelling | oai:revistas.idep.edu.co:article-26992024-06-28T12:38:35Z New teachers: reflections from knowledge and training Nuevos docentes: reflexiones desde el saber y la formación Mina Urrutia, Maritza Bibiana pedagogía saber pedagógico formación docente pedagogy pedagogical knowledge teacher training The transformation of the school suggests that the teacher must carry out a critical reflection that leads to a permanent deconstruction of his knowledge and work; it also, requires a constant restructuring of the curricula proposed for the training of teachers, so that respond to the new realities of school scenarios. The present review work aims to compile the most relevant contributions that have been made in Colombia around pedagogical knowledge and teacher training. To this end, a descriptive theoretical inquiry of a documentary type has been elaborated that allows to consider the contributions of a theoretical nature and to analyze the problems found, the methodologies used, the instruments applied, and the results found in the investigations that address the construction on pedagogical knowledge and teacher training in Colombia. The fundamental ideas of the document revolve around the way in which the concept of pedagogical knowledge has been constructed in Colombia and the orientations from which teacher training programs in this country have been structured. conclusions derived from the results found suggest the imperative need to install pedagogical knowledge as a field of permanent research that provides significant elements that allow the continuous restructuring of teacher training curricula in Colombia. La trasformación de la escuela sugiere que el docente debe realizar una reflexión crítica que conlleve a una permanente deconstrucción de su saber y quehacer; así mismo, exige una constante restructuración de los currículos propuestos para la formación de docentes con el fin de que respondan a las nuevas realidades de los escenarios escolares. El presente trabajo de revisión tiene como intención recopilar los aportes más relevantes que entorno al saber pedagógico y la formación docente se han realizado en Colombia. Para ello, se ha elaborado una indagación teórico-descriptiva de tipo documental que permite considerar las contribuciones de carácter teórico y analizar los problemas encontrados, las metodologías utilizadas, los instrumentos aplicados y los resultados hallados en las investigaciones que abordan la construcción sobre el saber pedagógico y la formación de docentes en Colombia. Las ideas fundamentales del documento giran en torno a la manera en la que se ha construido el concepto de saber pedagógico en Colombia y las orientaciones desde las cuales se han estructurado los programas de formación de docentes en el país. Las conclusiones derivadas de los resultados encontrados sugieren la imperante necesidad de instalar el saber pedagógico como un campo de investigación permanente que aporte elementos significativos permitiendo la continua restructuración de los currículos de formación de docentes en Colombia. Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP 2022-05-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/xml https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2699 10.36737/01230425.n43.2022.2699 Educación y Ciudad; No. 43 (2022): July-December; 125-136 Educación y Ciudad; No. 43 (2022): Temática libre (julio-diciembre); 125-136 Educación y Ciudad; Núm. 43 (2022): Temática libre (julio-diciembre); 125-136 2357-6286 0123-0425 spa https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2699/2238 https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2699/2267 Derechos de autor 2022 Maritza Bibiana Mina Urrutia https://creativecommons.org/licenses/by-nc-sa/4.0 |
| spellingShingle | pedagogía saber pedagógico formación docente pedagogy pedagogical knowledge teacher training Mina Urrutia, Maritza Bibiana New teachers: reflections from knowledge and training |
| title | New teachers: reflections from knowledge and training |
| title_alt | Nuevos docentes: reflexiones desde el saber y la formación |
| title_full | New teachers: reflections from knowledge and training |
| title_fullStr | New teachers: reflections from knowledge and training |
| title_full_unstemmed | New teachers: reflections from knowledge and training |
| title_short | New teachers: reflections from knowledge and training |
| title_sort | new teachers reflections from knowledge and training |
| topic | pedagogía saber pedagógico formación docente pedagogy pedagogical knowledge teacher training |
| topic_facet | pedagogía saber pedagógico formación docente pedagogy pedagogical knowledge teacher training |
| url | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2699 |
| work_keys_str_mv | AT minaurrutiamaritzabibiana newteachersreflectionsfromknowledgeandtraining AT minaurrutiamaritzabibiana nuevosdocentesreflexionesdesdeelsaberylaformacion |