Transformación de una comunidad educativa en Guatemala utilizando el ciclo Planificar, Estudiar y Actuar

Autores/as

DOI:

https://doi.org/10.26817/16925777.1053

Palabras clave:

Ciclo Planear Experimentar Estudiar y Actuar, Mejora Escolar, Educación en Guatemala, Desarrollo Profesional

Resumen

Este artículo documenta un plan de desarrollo profesional ofrecido a docentes de una escuela en Guatemala de niveles pre-K al K. Este estudio apoyó la contabilidad individual del docente que interpreta el currículo considerando el contexto social. El ciclo Planear, Experimentar, Estudiar y Actuar, involucró a los participantes a colaborar. Los resultados señalaron problemas institucionales y sociales que requieren atención. Se identificaron metas para involucrar a familias a enlazar los temas del currículo a los de la vida cotidiana. Familias reconocieron su rol en el aprendizaje de sus hijos. Los docentes adaptaron los estándares del Ministerio de Educación para crear aulas democráticas y apoyar el pensamiento crítico.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Mayra C Daniel, Northern Illinois University, EUA

is Professor Emerita at Northern Illinois University, De Kalb, IL, United States. Her research focuses on the preparation of culturally sensitive educators in the United States and Latin America. 

Teresa , Northern Illinois University, EUA

is Professor at Northern Illinois University in the Department of Educational Leadership, Psychology, and Foundations, De Kalb, IL, United States. She is the founder of a secondary school for girls from poor rural areas in Kenya

Ximena Burgin, Northern Illinois University, EUA

is an Assistant Professor at Northern Illinois University, De Kalb, IL, United States. Her research relates to the role of multiculturalism in classroom instruction and evaluation.

Referencias bibliográficas

Aliakbari, M. , & Faraji, E. (2011). Basic principles of Critical Pedagogy. [Paper presentation]. 2nd International Conference on Humanities, Historical, and Social Sciences. IPEDR 17. Singapore: IACSIT Press.

Aronowitz, S., Clarke, P., Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Rowman & Littlefield.

AVANCSO. 2008. Las políticas del reconocimiento. Una mirada al quehacer sobre racismo y discriminación en Guatemala. [Politics of recognition: A look at racism and discrimination in Guatemala]. Guatemala: AVANCSO.

Bastos, S. (2012). Multicultural projects in Guatemala: Identity tensions and everyday ideologies. Latin American and Caribbean Ethnic Studies, 7(2), 155-172. https://doi.org/10.1080/17442222.2012.686331

Bastos, S., & Brett, R. (Eds.) 2010. El movimiento maya de Guatemala en la década después de la paz. [The Mayan movement in Guatemala in the decade after peace]. Guatemala: F y G Editores.

Bronfenbrenner, U., & Morris, P. (2006). The bioecological model of human development. https://doi.org/10.1002/9780470147658.chpsy0114

Damon & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed., pp. 793-828). Wiley.

Bryk, A, S., Gómez, L. M., Grunow, A. & LeMahieu, P. (2016). Learning to improve: How America's schools can get better at getting better. Harvard, MA: Harvard Education Press.

Bryk, A. S. (2015). 2014 AERA distinguished lecture: Accelerating how we learn to improve. Educational Researcher, 44(9), 467-477. https://doi.org/10.3102/0013189X15621543

Camus, M. (2010). La movilización indígena en Huehuetenango. [Indigenous movement in Huehuetenango]. In S. Bastos & R. Brett (Eds.). El movimiento maya de Guatemala en la década después de la paz. [The Mayan movement in Guatemala in the post-peace decade] 267-312. Guatemala: F y G Editores.

Cohen-Vogel, L., Cannata, M., Rutledge, S. A., & Socoll, A. R. (2016). A model of continuous improvement in high schools: A process for research, innovation design, implementation, and scale. Teachers College Record, 118(13), 1-26. https://doi.org/10.1177/016146811611801301

Cojtí, D. (2005). Runuk'ikRi K'ak'a Saqamaq' pa Iximulew. Difícil transición al estado multinacional. El caso del estado monoétnico de Guatemala. [Difficult transition to a multi-national state: The case of Guatemala's one ethnic state]. Guatemala: Editorial Cholsamaj.

Coney, L. (2016). The first step toward social justice: Teacher reflection. In C. Hastings & L. Jacob (Eds.), The importance of social justice in English language teaching (pp. 11-23). TESOL Press.

Daniel, M., Riley, C., & Kruger, T. (2017). Student-centered approaches for teaching social studies to English learners. In M. C. Daniel (Ed.), English learners at the top of the class: Reading and writing for authentic purposes (pp. 83-99). Lanham, MD: Rowman and Littlefield Publishers, Inc.

Daniel, M. C., Mondschein, M., & de Palomo, L. (2014). The Guatemalan literacy project: Collaboration among literacy educators. In C. B. Leung, J. C. Richards, C. A. Lassonde (Eds.), International collaborations in literacy research and practice (pp. 199-220). Charlotte, NC: Information Age Publishing.

Daniel, M. C. (2010). La Preparación del maestro: Una examinación de las voces de los capacitadores que enseñan en las escuelas normales de Guatemala. GIST Education and Learning Research Journal, 4 (1), 127-137.

Darder, A. (1998). Freire and education. Routledge.

Faundez, A. (2001). Learning to question: A pedagogy of liberation. In A. M. Araújo Freire & D. Macedo (Eds.). The Paulo Freire Reader (pp. 186-230). New York, NY: Continuum International Publishing Group.

Freire, P. (2002). Pedagogy of the Oppressed. New York, NY: Continuum International Publishing Group.

Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. New York, NY: Teachers College Press.

Gathercoal, F. (2004). Judicious Discipline. San Francisco, CA: Caddo Gap Press.

Giroux, H. A. and Robbins, C.G. (2006). Theories of reproduction and resistance in the new sociology of education: Toward a critical theory of schooling and pedagogy for the opposition. New York, NY: Routledge.

Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. New York, NY: Routledge. https://doi.org/10.1097/00006199-196807000-00014

González, N., Moll, L. & Amanti, C. (2005). Funds of knowledge for teaching in Latino households. Lawrence Erlbaum Associates.

Guadarrama, I. (2013). The teaching profession in Guatemala at the crossroads: Students fight against neo-liberal policies. https://upsidedownworld.org/news-briefs/news- briefs- news-briefs/the-teaching-profession-in-guatemala-at-the-crossroads-students-fight- against-neoliberal-policies/

Guatemala's Ministry of Education. (2014). Informe Departamental y Municipal de Primaria. Guatemala City, Guatemala: General Office of Evaluation and Educational Research,

Hawkins, M, & Norton, B. (2009). "Critical Language Teacher Education". In Cambridge Guide to Second Language Teacher Eeducation, Anne Burns & Janet C. Richards (Eds.). (pp.30-39). New York, NY: Cambridge University Press.

Langley, G. J., Moen, R. O., Nolan, K. M., Norman, C. L., & Provost, L.P. (2009). The improvement guide: A practical approach to enhancing organizational performance. San Francisco, CA: Jossey-Bass.

Leech, N.L. & Onwuegbuzie, A. J. (2007). An array of qualitative data analysis tools: A call for data analysis triangulation. School Psychology Quarterly, 22(4), 557-584.https://doi.org/10.1037/1045-3830.22.4.557

Norton, B., & Toohey, R. (Eds.). (2004). Critical pedagogies and language learning. Cambridge, England: Cambridge University Press. https://doi.org/10.1017/CBO9781139524834

Orozco, M., & Valdivia, M. (2017). Educational challenges in Guatemala and consequences for human capital and development. https://www.thedialogue.org

Rodriguez, A. D. (2013). Bilingual and ESL pre-service teachers learn about effective instruction for ELLs through meaningful collaboration. GIST-Education and Learning Research Journal, 7: 12-34.

Russell, J. L., Bryk, A. S., Dolle, D. R., Gómez, L. M., Le Mahieu, P. G., & Grunow, A. (2017). A framework for the initiation of networked improvement communities. Teachers College Record, 119(5), 1-36. https://doi.org/10.1177/016146811711900501

Serrat, O. (2009). The five whys technique. Knowledge Solutions. https://www.adb.org.

Shakman, K., Bailey, J., & Breslow, N. (2017). A primer for continuous improvement in schools and districts. https://www.tifcommunity.org

Stake, R. E. (2000). Case studies. In N.K. Denzin & Y.S. Lincoln (Eds.). Handbook of qualitative research (2nd. ed., pp. 435-454). Newbury Park, CA: Sage.

Taylor, C. (2014). Seeds of freedom: Liberating education in Guatemala. Boulder, CO: Paradigm Publishers.

Verhoeven, L. & Durgunoglu, A. Y. (1998). Perspectives on literacy development in multilingual contexts. In L. Verhoeven & A. Durgunoglu (Eds.). Literacy Development in a multilingual context: Cross-cultural perspectives. Aydin (pp. ix-xvii). New York, NY: Routledge.

Vygotsky, L. (2002). Pedagogy of the oppressed. 30th Anniversary Ed. New York, NY: Continuum International Publishing Group.

Descargas

Publicado

2021-12-17

Cómo citar

Daniel, M. C., Teresa, & Burgin, X. (2021). Transformación de una comunidad educativa en Guatemala utilizando el ciclo Planificar, Estudiar y Actuar. GIST – Education and Learning Research Journal, 23, 151–168. https://doi.org/10.26817/16925777.1053

Número

Vol. 23 (2021): GiST Education and Learning Research Journal

Sección

Estudios de Caso

Licencia

Derechos de autor 2021 GIST – Education and Learning Research Journal

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.

Métricas

Estadísticas de artículo
Vistas de resúmenes
Vistas de PDF
Descargas de PDF
Vistas de HTML
Otras vistas
Crossref Cited-by logo