Papers by Jose Miguel Garrido-Miranda
Perfiles Educativos, 2020
La exclusión escolar, en sus dimensiones de abandono y fracaso escolar, es una preocupación de lo... more La exclusión escolar, en sus dimensiones de abandono y fracaso escolar, es una preocupación de los sistemas educativos debido al impacto negativo que tiene sobre niñas, niños y jóvenes provenientes de los sectores más vulnerables de la sociedad. Si bien, las investigaciones dan cuentan de diversas variables relacionadas con aspectos subjetivos, contextuales y sistémicos que afectan al estudiante que fracasa o deserta, poco se sabe sobre los significados y sentido de esta exclusión o sus factores desde la óptica de los propios estudiantes. Este trabajo informa de un estudio hermenéutico-interpretativo sobre la configuración y valoración de la figura del profesor que construyen estudiantes en riesgo de abandono escolar. A partir de entrevistas etnográficas semiestructuradas aplicadas a 49 estudiantes, emergen características relacionadas con actitudes y prácticas que llevan a los estudiantes analizados a construir una imagen dicotómica de lo que es un buen o un mal profesor.
Bookmarks Related papers MentionsView impact
Estudios Pedagógicos, 2018
Un desafío de la formación inicial de docentes es preparar para desempeñarse en una ... more Un desafío de la formación inicial de docentes es preparar para desempeñarse en una sociedad mediada por lenguajes, interacciones y ambientes digitalizados. Los estudios señalan, sin embargo, que los egresados de pedagogía no logran la autoeficacia para utilizar TIC pedagógicamente, entre otras razones, por las pocas oportunidades, ejemplos o modelamientos propiciados por sus formadores; ¿muestra esto la baja autoeficacia de los propios formadores? Para responder, este estudio analiza las intenciones y prácticas pedagógicas con TIC de 116 formadores de la carrera de educación básica, utilizando para ello un diseño mixto, secuencial y exploratorio con aplicación de un cuestionario estandarizado y entrevistas semiestructuradas. Los resultados muestran diferentes maneras de incorporar las TIC producto de las creencias sobre el protagonismo de profesores y estudiantes, y sobre el uso colaborativo o reproductivo de las tecnologías. Se discuten las congruencias y colisiones de estas creencias y cómo influyen en la autoeficacia de los docentes-formadores.
Bookmarks Related papers MentionsView impact
Second Handbook of Information Technology in Primary and Secondary Education, 2018
The chapter refers to policies towards ICT in primary and secondary education from the perspectiv... more The chapter refers to policies towards ICT in primary and secondary education from the perspective of the Latin American and The Caribbean region. These policies show different levels of progress, maturity and consolidation which reflect the heterogeneity and social inequity that persist in the region. Analysis of these characteristics and differences are made by considering pedagogical models, teacher training issues, student access to technology for inside and out of school use and evaluation on the impact of technology within this context. A more detailed analysis is offered to some recent initiatives, such as the one-to-one model and the development of digital content for open educational practices. From the analysis of the global, regional and local ICT development policy for education, the short, medium and long term future challenges in training trends and technological innovations are pointed out. The main challenges still are related to decisions regarding technological infrastructure, conditions for peda- gogical change, development of capacities in teachers and students, policies evaluation and research development.
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Estudios Pedagogicos, 2013
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Desarrollo de habilidades digitales para el siglo XXI en Chile: ¿Qué dice el SIMCE TIC?, 2013
Bookmarks Related papers MentionsView impact
Proceedings 9th International Conference Series on Disability, Virtual Reality and Associated Technologies, ICDVRAT, 2012
Bookmarks Related papers MentionsView impact
Proceedings of ICERI 2012 Conference, 2012
Bookmarks Related papers MentionsView impact
Memorias del XVII Comngreso Internacional de Informática Educativa, TISE, 2012
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Uploads
Papers by Jose Miguel Garrido-Miranda
Research analyzing the relationship between what it has been thought and done with digital technologies in the classroom, leads to the conclusion that the pedagogical beliefs of teachers are more significant when deciding what to do with them, and the potential opportunities offered by these technologies (Lim & Chai, 2008). However, little has been explored about Initial Teacher Training, particularly concerning how professors think and what they do with digital technology . Investigate this is relevant because of the role of the initial teacher training in modeling the student teachers in their future teaching style. (Hargreaves, 2003; Marcelo 2009). Since a Socio-constructivism construction of knowledge (Berger & Luckmann, 1996) and from an ecosystemic glance about incorporating digital technologies in training environments (Zhao & Frank, 2003), finding out for what and how teachers trainers used digital technologies in their teaching practices, can help understanding the type of innovative experience that future teachers are accessing.
In this context, this paper presents the results of an investigation (Fondecyt Project 11110455), developed between 2011 and 2013 which analyzed the relationship between pedagogical beliefs and practices, along with the type of digital technologies among one hundred eighteen professors at primary teaching training programs in Chilean universities. Through a mixed, sequential exploratory research design,(Creswell, 2009; Teddlie and Tashakkori, 2009) two stages of analyzes were performed. The first was designed to know the beliefs and common use that these teachers perform with digital technologies. The second, was intended to describe in detail the good and bad experiences in using digital technologies in their classroom practices. As a final analysis of the relationship between belief and practice, were searched the matches and contradictions between the educational beliefs shown by professors and good practices with the described digital technologies.
The results allow to describe different "expressions" of innovation about digital technologies , which coexist simultaneously in student teaching training that are related to more directive or conductist perspectives or more constructivist positions about the teaching role, as well.