Teaching experiences and their projection in the professional identity: a case-study of teachers in Santa Marta and their environment

This article presents the results of a research carried out in Santa Marta and in the rural area of Juan y Medio-Riohacha (Colombia) with a group of Afro-descendant teachers. The main objective was to identify the formative experiences that have left a mark on their teaching style and have led them...

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Tipo de recurso:: http://purl.org/coar/resource_type/c_6842

Fecha de publicación:: 2017

Institución:: Universidad Pedagógica y Tecnológica de Colombia

Repositorio:: RiUPTC: Repositorio Institucional UPTC

Idioma:: spa

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dc.title.en-US.fl_str_mv	Teaching experiences and their projection in the professional identity: a case-study of teachers in Santa Marta and their environment
dc.title.es-ES.fl_str_mv	Experiencias docentes y su proyección en la identidad profesional: el caso de las maestras de Santa Marta y su entorno
dc.title.pt-BR.fl_str_mv	Experiências docentes e sua projeção na identidade profissional: o caso das professoras de Santa Marta e seu entorno
title	Teaching experiences and their projection in the professional identity: a case-study of teachers in Santa Marta and their environment
spellingShingle	Teaching experiences and their projection in the professional identity: a case-study of teachers in Santa Marta and their environment life stories; narratives; cultural interaction; professional development; Journal History of Latin American Education historias de vida; narrativas; interacción cultural; desarrollo profesional; Revista Historia de la Educación Latinoamericana histórias de vida; narrativas; interação cultural; desenvolvimento profissional; Revista História de Educaçao Latino-americana
title_short	Teaching experiences and their projection in the professional identity: a case-study of teachers in Santa Marta and their environment
title_full	Teaching experiences and their projection in the professional identity: a case-study of teachers in Santa Marta and their environment
title_fullStr	Teaching experiences and their projection in the professional identity: a case-study of teachers in Santa Marta and their environment
title_full_unstemmed	Teaching experiences and their projection in the professional identity: a case-study of teachers in Santa Marta and their environment
title_sort	Teaching experiences and their projection in the professional identity: a case-study of teachers in Santa Marta and their environment
dc.subject.en-US.fl_str_mv	life stories; narratives; cultural interaction; professional development; Journal History of Latin American Education
topic	life stories; narratives; cultural interaction; professional development; Journal History of Latin American Education historias de vida; narrativas; interacción cultural; desarrollo profesional; Revista Historia de la Educación Latinoamericana histórias de vida; narrativas; interação cultural; desenvolvimento profissional; Revista História de Educaçao Latino-americana
dc.subject.es-ES.fl_str_mv	historias de vida; narrativas; interacción cultural; desarrollo profesional; Revista Historia de la Educación Latinoamericana
dc.subject.pt-BR.fl_str_mv	histórias de vida; narrativas; interação cultural; desenvolvimento profissional; Revista História de Educaçao Latino-americana
description	This article presents the results of a research carried out in Santa Marta and in the rural area of Juan y Medio-Riohacha (Colombia) with a group of Afro-descendant teachers. The main objective was to identify the formative experiences that have left a mark on their teaching style and have led them to share a line of professional development, supported by a narrative and involvement discourse; in order to respond to new models of research and professional development. Through questionnaires and interviews, the narratives of 10 teachers were collected, they answered questions about their most significant training experiences, taking into account aspects such as: where, when, why, what for, with whom, what, how, and about the impact of the teaching experience on their professional development. The narrative methodology was used since it helps teachers to discover in the identification and analysis of their most innovative and relevant professional experiences, the bases to learn from their profession and make decisions to improve their identity with it. The findings derived from this research reveal a path of consolidation of thought, and formative actions framed in: school and family contexts, goals to achieve professional development, performance in teaching practice, scenarios of plurality and meetings of cultures, as well as a teaching timeline.
publishDate	2017
dc.date.accessioned.none.fl_str_mv	2024-07-05T19:14:52Z
dc.date.available.none.fl_str_mv	2024-07-05T19:14:52Z
dc.date.none.fl_str_mv	2017-09-10
dc.type.none.fl_str_mv	info:eu-repo/semantics/article
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dc.identifier.none.fl_str_mv	https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/7555 10.19053/01227238.7555
dc.identifier.uri.none.fl_str_mv	https://repositorio.uptc.edu.co/handle/001/14812
url	https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/7555 https://repositorio.uptc.edu.co/handle/001/14812
identifier_str_mv	10.19053/01227238.7555
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dc.relation.none.fl_str_mv	https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/7555/5944 https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/7555/7564
dc.rights.en-US.fl_str_mv	Copyright (c) 2017 Revista Historia de la Educación Latinoamericana
dc.rights.coar.fl_str_mv	http://purl.org/coar/access_right/c_abf2
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dc.publisher.en-US.fl_str_mv	Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia
dc.source.en-US.fl_str_mv	Revista Historia de la Educación Latinoamericana; Vol. 19 No. 29 (2017): Natalia Górriz; 111-134
dc.source.es-ES.fl_str_mv	Revista Historia de la Educación Latinoamericana; Vol. 19 Núm. 29 (2017): Natalia Górriz; 111-134
dc.source.none.fl_str_mv	2256-5248 0122-7238
institution	Universidad Pedagógica y Tecnológica de Colombia
repository.name.fl_str_mv	Repositorio Institucional UPTC
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spelling	2017-09-102024-07-05T19:14:52Z2024-07-05T19:14:52Zhttps://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/755510.19053/01227238.7555https://repositorio.uptc.edu.co/handle/001/14812This article presents the results of a research carried out in Santa Marta and in the rural area of Juan y Medio-Riohacha (Colombia) with a group of Afro-descendant teachers. The main objective was to identify the formative experiences that have left a mark on their teaching style and have led them to share a line of professional development, supported by a narrative and involvement discourse; in order to respond to new models of research and professional development. Through questionnaires and interviews, the narratives of 10 teachers were collected, they answered questions about their most significant training experiences, taking into account aspects such as: where, when, why, what for, with whom, what, how, and about the impact of the teaching experience on their professional development. The narrative methodology was used since it helps teachers to discover in the identification and analysis of their most innovative and relevant professional experiences, the bases to learn from their profession and make decisions to improve their identity with it. The findings derived from this research reveal a path of consolidation of thought, and formative actions framed in: school and family contexts, goals to achieve professional development, performance in teaching practice, scenarios of plurality and meetings of cultures, as well as a teaching timeline.Este artículo presenta los resultados de una investigación llevada a cabo en Santa Marta y el corregimiento de Juan y Medio-Riohacha (Colombia) con un grupo de maestras afrodescendientes. El principal objetivo fue identificar las experiencias formativas que han marcado su estilo docente y las ha llevado a compartir una línea de desarrollo profesional, apoyada en el discurso narrativo y de implicación para dar respuesta a nuevos modelos de investigación y desarrollo profesional. A través de cuestionarios y entrevistas se recogieron las narrativas de 10 maestras, quienes respondieron a preguntas sobre sus experiencias formativas más significativas, teniendo en cuenta aspectos como: dónde, cuándo, por qué, para qué, con quién, qué,  cómo, y sobre el impacto que ha tenido la experiencia docente en su  desarrollo profesional. Se ha utilizado la metodología narrativa dado que el profesorado descubre en la identificación y análisis de las experiencias profesionales más innovadoras y relevantes que han vivido, las bases para aprender de su profesión y tomar decisiones para mejorar su identidad con ella. Los hallazgos derivados de esta investigación explicitan un camino de afianzamiento del pensamiento y actuaciones formativas, de las maestras implicadas, concretadas en: contextos escolares y familiares, finalidades para alcanzar el desarrollo profesional, desempeños en la práctica docente, escenarios de pluralidad y de encuentros de las culturas, así como  en tiempos y cronología vivida. ________________ Contextualización: Idioma Maya  Ch’orti’ Contextualizador:   Lucas López de Rosa  Ministerio de Educación de Guatemala  B’IJK TZ’IJB’ E tz’ijb’ayaj ira ucheksu tama e sajkmayaj  xe’ uche e  Santa Marta yi  e   ajk’anpa’r Juan yi Ujam  -Riohacha ( Colombia) taka inte’ morwa’r  te ajkanseyajob’ ekpak’ab’ob’. Ch’enpa e’ra twa’ asajkna una’tanyaj   kochwa’  apatna e pak’ab’, takarseb’ir  taka e cheksuyaj   twa’tix  ajk’unpa tuk’a e  topop te sajkmayaj twa’  inte’ k’anpa’rir kanseyaj.  Umen taka e  sajkmayaji  yi e ub’esyaj xe’ tajwina taka inla’inte’  ajkanseyaj, chyob’,  xe’  uyajk’ob’  e ub’esyaj kochwa’ una’tanyaj xe’ uk’ojkob’, tya’  ch’ajma e ub’esyaj kochwa’:  tya’,  tuk’a, tuk’at, tuk’a twa’,  chi takar, yi  tuk’at ak’anpa  una’tanyaj e ajkanseyaj   Uk’anpes e  sajkmayaj te  k’ajtmayaj  umen kochwa’ e  ajkanseyaj  ak’otoy utajwi  yi uwira  e na’tanyaj  te pak’ab’ xe’ inb’utz   yi  ak’anpa kochwa’   una’ta, k’otoy utajwi tama e patna’r xe’ uche  twa’tix o’stanpa u’tir  kochwa’ ja’xir. Xe’ utajwi  tama e sajkmayaj ira  ucheksu e b’i’r  twa’ atajwintz’a inb’utz b’ijsyaj kochwa’ ujajpi, taka e ajkanseyaj  xe’ utajwyob’ xe’ ak’a’pa  taka e ototir kanseyaj  yi tatob’, uk’a’pa’r  yi e takarsaj  ajkanwa’r, twa’ apatna te ejtz’una’r  kanseyajir, ucheksu e me’yrir  pak’ab’  tya’ utajwi e pak’ab’ , b’an twa’ e numerir yi  tuk’a tuk’a anumuy.   Tz’ijb’  ak’anpa: Utz’ijb’ e b’ixirar, k’ajtmayaj; morwa’r pak’ab’; takseyaj patna’rir; Jun twa’r unumer tama e Kanseyajir te Rumob’.Este artigo apresenta os resultados de uma pesquisa realizada em Santa Marta e na jurisdição de Juan e Meio-Riohacha (Colômbia) com um grupo de professoras afrodescendentes. O principal objetivo foi identificar as experiências formativas que marcaram seu estilo docente e as levaram a compartilhar uma linha desenvolvimento profissional, apoiada no discurso narrativo e de implicação resposta a novos modelos de pesquisa e desenvolvimento profissional. Por meio de questionários e entrevistas se recorreu às narrativas de 10 professoras, que responderam a perguntas sobre suas experiências formativas mais significativas, tendo em conta aspectos como: onde, quando, por que, para que, com quem, o que, como e sobre o impacto que a experiência docente teve em seu desenvolvimento profissional. Foi utilizada a metodologia narrativa considerando que o professorado descobre na identificação e análise das experiências profissionais mais inovadoras e relevantes que viveram, as bases para aprender sua profissão e tomar decisões para melhorar sua identidade com ela. As descobertas desta pesquisa explicitam um caminho de segurança do pensamento e atuações formativas, das professoras implicadas, sustentadas em: contextos escolares e familiares, finalidades para alcançar o desenvolvimento profissional, desempenhos na prática docente, cenários de pluralidade e de encontros das culturas, assim como em tempos e cronologias vividasapplication/pdftext/htmlspaspaSociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/7555/5944https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/7555/7564Copyright (c) 2017 Revista Historia de la Educación Latinoamericanahttps://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf343http://purl.org/coar/access_right/c_abf2Revista Historia de la Educación Latinoamericana; Vol. 19 No. 29 (2017): Natalia Górriz; 111-134Revista Historia de la Educación Latinoamericana; Vol. 19 Núm. 29 (2017): Natalia Górriz; 111-1342256-52480122-7238life stories; narratives; cultural interaction; professional development; Journal History of Latin American Educationhistorias de vida; narrativas; interacción cultural; desarrollo profesional; Revista Historia de la Educación Latinoamericanahistórias de vida; narrativas; interação cultural; desenvolvimento profissional; Revista História de Educaçao Latino-americanaTeaching experiences and their projection in the professional identity: a case-study of teachers in Santa Marta and their environmentExperiencias docentes y su proyección en la identidad profesional: el caso de las maestras de Santa Marta y su entornoExperiências docentes e sua projeção na identidade profissional: o caso das professoras de Santa Marta e seu entornoinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6842http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a426http://purl.org/coar/version/c_970fb48d4fbd8a85Domínguez Garrido, María ConcepciónRuiz Cabezas, AdielaMedina Rivilla, Antonio001/14812oai:repositorio.uptc.edu.co:001/148122025-07-18 12:00:49.16https://creativecommons.org/licenses/by-nc-nd/4.0/metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co

Teaching experiences and their projection in the professional identity: a case-study of teachers in Santa Marta and their environment

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