¿Cómo formar a los profesores y profesoras del futuro?

acuerdo junji

Estudiantes como agentes activos, profesores como mediadores del aprendizaje y la educación basada en la práctica son parte de las estrategias que se dieron a conocer en el webinar "Aproximaciones a la práctica de enseñar”.

Una sala de clases con un profesor explicando y estudiantes copiando de la pizarra. Esta es la imagen que, a menudo, ronda el inconsciente colectivo al pensar en la educación. Escenario que, de acuerdo a la evidencia, no es óptimo para favorecer el aprendizaje y desarrollo de los niños, niñas y jóvenes, y cuya transformación ya ha sido abordada desde políticas públicas como la nueva ley de carrera docente, aprobada en 2016. Para aportar a este cambio de paradigma es que surge el curso gratuito “Formación docente basada en la práctica para desarrollar habilidades del siglo XXI", ofrecido por la Universidad Católica y disponible en Coursera, que busca entregar herramientas esenciales para enfrentar la sociedad del conocimiento desde el aula.

¿Cuáles son las habilidades del siglo XXI? Según el académico de la Facultad de Ingeniería UC, Miguel Nussbaum, se trata de las habilidades de inferencia, análisis de la información, la evaluación, autorregulación, metacognición y creatividad. “Estas deben actuar como un conjunto de destrezas que permitan a las personas desarrollarse dentro de su cultura y sociedad, que están expuestas a constantes cambios”, dijo el experto, quien expuso en el webinar “Aproximaciones a la práctica de enseñar”.

En ese sentido, explicó, también se hace necesario generar un cambio en la cultura escolar: “Hemos pasado de la carreta a los autos que son capaces de manejarse de forma autónoma, sin embargo, la sala de clases no ha cambiado. Tenemos que producir esa transformación y hacer que las y los estudiantes sean personas activas, pensadoras y críticas, frente a un profesor/a que es mediador del aprendizaje".

Idea respaldada por la decana de la Facultad de Educación UC, Lorena Medina, quien aseguró que, "se necesitan cambios radicales y nuevas ideas para garantizar que cada niña, niño y joven esté preparado adecuadamente para la vida y para el trabajo”. De esta manera, explicó que hoy “tenemos una tremenda oportunidad” y que las facultades de educación “debemos repensar la formación inicial docente con un objetivo mayor, que es contribuir en el bienestar de las y los estudiantes, para tener entornos escolares saludables, seguros, mejorar resultados del aprendizaje y apoyar su desarrollo social y emocional”.

El webinar fue organizado entre las Facultades de Educación e Ingeniería de la Universidad Católica y contó con la participación de más de mil personas conectadas simultáneamente a través del canal de YouTube y la página de Facebook de Educación UC.

Formación docente basada en la práctica

“La práctica hace al maestro” es una frase que forma parte del sentido común de las personas y que ha sido respaldada por la evidencia internacional sobre el desarrollo de capacidades. Sin embargo, según la directora de pregrado de la Facultad de Educación UC, Magdalena Müller, “no cualquier práctica hace al maestro”.

Para que una práctica sea efectiva, debe contar con aspectos esenciales. Uno de ellos es generar oportunidades para que las y los futuros docentes puedan ver, leer y analizar buenos desempeños con estudiantes, además de otorgar espacio en las aulas. “El contacto con la experiencia del estudiante es muy relevante”. Además, debe contar con una retroalimentación que permita ir mejorando y reflexionar sobre su desempeño”. “La idea es que las y los estudiantes tengan contacto con experiencias que funcionan en la sala de clases y que se puedan preguntar por qué funcionan”, explicó la Müller.

En ese sentido, la decana de la Facultad de Educación de la Universidad Diego Portales, Paula Lozano, explicó que “aprender a enseñar es como aprender a conducir un auto”. “Para aprender sobre las partes de un auto y cómo funcionan lo puedo hacer en una sala de clases. Pero para aprender a manejar necesito poner ese auto en la calle. En la formación docente es así, necesitamos que las y los futuros docentes tengan más acercamientos al aula y, para eso, debemos generar más alianzas de prácticas e investigación con las escuelas del sistema escolar".

Finalmente, Susan Atkins, académica de Teaching Works de la Universidad de Michigan, reafirmó la importancia de la retroalimentación y el ensayo y error en la sala de clases: “El ensayo representa una experiencia colectiva que puede ser muy poderosa en el desarrollo de estrategias de las y los futuros docentes”.

Inscríbete al curso “Formación docente basada en la práctica para desarrollar habilidades del siglo XXI” aquí.

Mira el webinar aquí:

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1 × SELECT * FROM educacion_rsfirewall_hashes

OTRAS Tablas:

1 × UPDATE `educacion_session` SET `data` = '__default|a:8:{s:15:\"session.counter\";i:3;s:19:\"session.timer.start\";i:1745088812;s:18:\"session.timer.last\";i:1745088814;s:17:\"session.timer.now\";i:1745088816;s:24:\"session.client.forwarded\";s:10:\"3.147.79.7\";s:8:\"registry\";O:9:\"JRegistry\":1:{s:7:\"\0*\0data\";O:8:\"stdClass\":0:{}}s:4:\"user\";O:5:\"JUser\":25:{s:9:\"\0*\0isRoot\";b:0;s:2:\"id\";i:0;s:4:\"name\";N;s:8:\"username\";N;s:5:\"email\";N;s:8:\"password\";N;s:14:\"password_clear\";s:0:\"\";s:8:\"usertype\";N;s:5:\"block\";N;s:9:\"sendEmail\";i:0;s:12:\"registerDate\";N;s:13:\"lastvisitDate\";N;s:10:\"activation\";N;s:6:\"params\";N;s:6:\"groups\";a:0:{}s:5:\"guest\";i:1;s:13:\"lastResetTime\";N;s:10:\"resetCount\";N;s:10:\"\0*\0_params\";O:9:\"JRegistry\":1:{s:7:\"\0*\0data\";O:8:\"stdClass\":0:{}}s:14:\"\0*\0_authGroups\";a:1:{i:0;i:1;}s:14:\"\0*\0_authLevels\";a:2:{i:0;i:1;i:1;i:1;}s:15:\"\0*\0_authActions\";N;s:12:\"\0*\0_errorMsg\";N;s:10:\"\0*\0_errors\";a:0:{}s:3:\"aid\";i:0;}s:20:\"com_rsfirewall.geoip\";s:2:\"US\";}' , `time` = '1745088817'
1 × UPDATE educacion_content SET hits = hits + 1
1 × SHOW FULL COLUMNS FROM `educacion_rsfirewall_logs

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