Continuar o romper. El foro como manera de discutir las preconcepciones de enseñanza de los estudiantes de maestro
Technology adds spaces where pedagogical rapport occurs. Some issues at university, as reflective process about preconceptions, add complexity to analize a critical activity in teacher education. Also, to think simultaneously about an amply pedagogical rapport. The authors dialogue with their experiences of several years immersed in these practices, about the purpose, limitations, findings and awareness about the profession. They have generated debate activities through forums in various subjects for teacher training some of a pedagogical subject and another that it is tracking a practicum. Among the results of such debate, it appears satisfaction about debates itself. In addition, that critical purpose of teaching is stronger than technical tools. Among limitations, teachers establish debate directions. Students accept such directions. Also, processes undertaken are better when some students have taken in their hands the debates, there have been discussions, were generated patterns to understand the problems addressed and, where appropriate, to act as professionals with a new teaching culture.
Paredes Labra, Joaquín ; Sánchez Antolín, Pablo ; Tello Díaz-Maroto, Inmaculada. Continuar o romper. El foro como manera de discutir las preconcepciones de enseñanza de los estudiantes de maestro. En: Educación artística : revista de investigación : EARI, 2016, No. 7: 100