Residency practices in initial teacher training through research-participatory action: Residency practices in initial teacher training through research-participatory action
This article addresses a research based on the participatory action research methodology. It has been developed in the city of Cruz del Eje, whose participants were teachers of Teaching Practice IV and residents of the initial and primary education teachers, directors and teachers of three associate...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Católica de Córdoba. Facultad de Educación
2024
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| Acceso en línea: | https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/5569 |
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| Sumario: | This article addresses a research based on the participatory action research methodology. It has been developed in the city of Cruz del Eje, whose participants were teachers of Teaching Practice IV and residents of the initial and primary education teachers, directors and teachers of three associated schools. The general objective is to analyze and reflect on the form that accompaniment takes in residency and the richness of the co-participatory experience to make visible the richness that they can acquire from methodologies that allow contributing to a meeting between training and research. Among the results found, the incidence of school biography in residence was identified. The construction of devices and spaces to improve a collaborative culture was favored by the voluntary and interested collaboration of the participants in different experiences, although some aspects remain to be improved regarding the bond between resident and guiding teacher. |
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