Narratives in the initial teacher training in the pandemic context: an experience in a subject of institutional planning
In this article, a teacher in charge of an Institutional Definition Space (EDI) in an Initial Level Teaching Staff of the Autonomous City of Buenos Aires proposes to rethink, in a pedagogical experience report, the plots of teacher training in the pandemic context : the way in which the forms of tea...
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| Formato: | Artículo publishedVersion Estudiantes universitarios/as en la pandemia, formación y/en la acción |
| Lenguaje: | Español |
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Secretaría de Extensión y Bienestar Estudiantil, Facultad de Filosofía y Letras, Universidad de Buenos Aires
2021
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| Acceso en línea: | https://revistascientificas.filo.uba.ar/index.php/redes/article/view/10716 https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=redes&d=10716_oai |
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| Sumario: | In this article, a teacher in charge of an Institutional Definition Space (EDI) in an Initial Level Teaching Staff of the Autonomous City of Buenos Aires proposes to rethink, in a pedagogical experience report, the plots of teacher training in the pandemic context : the way in which the forms of teaching and learning were rethought in a different, virtual, distance classroom, in a time that was also different, of isolation and redefined times and spaces. In the article, the author presents the theoretical and methodological framework that supports the Narrative Documentation device with the intention of pedagogically investigating the professional field and problematizing the field of teaching practices, since it constitutes an interesting instance, due to the production process of experience reports made by teachers in training, who inquire about their own pedagogical practices in processes of writing, reading, reflection, comments, editing and publication that makes it possible for that lived experience to become a narrative document. |
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