Early Childhood Student Teachers’ Observation and Experimentation of Creative Practices as a Design Processes
Observación y experimentación de prácticas creativas de los estudiantes de educación infantil como proceso de diseño
Articulo main
Abstract
In this paper, we address the guidance of student teachers in initial training in schools as an invaluable opportunity to raise creative learning awareness. The objective of this present research is to develop guidance strategies for guiding the identification of creative practices and for analyzing that moment as a “way of knowing”. We analyze how to mentor future teachers so they feel willing to promote student engagement and creative thinking through their own practices. We adopted a case study approach guided by multimodal principles. We found that triangulation of individual interviews, focus group discussions and a diary of class observation was a useful strategy in the guidance of student teachers in initial training in schools. Results show these strategies allowed them to become more accepting of unpredicted or undesired results, as they approached their sessions’ designs as forms of experimentation. We argue it is essential to guide future educators in the critical analysis of the “standard classroom”, helping them design creative alternatives through collaborative experimentation.
En este trabajo, se aborda el asesoramiento a los estudiantes de grados de educación infantil en formación inicial en las escuelas como una oportunidad invaluable para dar a conocer el aprendizaje creativo. El objetivo de esta investigación es el desarrollo de estrategias de asesoramiento para la identificación de prácticas creativas, y analizar ese momento como una "forma de conocer". Analizamos cómo guiar a los futuros docentes para que se sientan dispuestos a promover la participación de los estudiantes y el pensamiento creativo a través de sus propias prácticas. Adoptamos el enfoque de estudio de caso guiado por principios multimodales. Hemos encontrado que la triangulación de las entrevistas individuales, los grupos de discusión y el diario de observación de clases fue una estrategia útil en el asesoramiento de los estudiantes de pedagogía en la formación inicial en las escuelas. Los resultados demuestran que estas estrategias les permitieron ser más receptivos de los resultados imprevistos o indeseados, mientras se acercaban a los diseños de sus sesiones como formas de experimentación. Argumentamos que es esencial guiar a los futuros educadores en el análisis crítico del "aula estándar", ayudándolos a diseñar alternativas creativas a través de la experimentación colaborativa.
ENSEÑANA CREATIVA; ACTIVIDADES CREATIVAS; FORMACIÓN DE DOCENTES; ESTUDIO DE CASOS
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