Formación docente y procesos de transformación curricular en la U.N.S.L

Palabras Claves: formación docente; didáctica; transformación currilar.

Resumen: Formación Docente y Procesos de Transformación Curricular en la UNSL. Desde hace tiempo la problemática de la Formación Docente aparece ligada a la idea de cambio en educación, junto a un fuerte cuestionamiento del sistema de formación universitario, en el marco de las importantes transformaciones políticas y económicas que hoy sufre nuestra sociedad. Desde este contexto el presente Proyecto de Investigación se propone conocer y analizar qué y cómo se piensan y concretan los procesos de transformación curricular en carreras de formación docente de la Universidad Nacional de San Luis. Basados en el concepto de Curriculum en Acción (Grundy, 1985) que plantea la formación docente como un Proyecto que integra el plan de estudios, pero que lo supera al incluir también las prácticas reales, como los significados y sentidos que se atribuyen a los sujetos involucrados, desde los diferentes lugares que ocupan, surgieron como punto de partida diversas preguntas.

Tipo de investigación: Aplicada - Año de convocatoria: 2001 - Duración: Trianual

Teacher training and curriculum transformation processes at the National University of San Luis

Key words: Teaching training; Didactic; Curriculum Change; Teaching - Learning; Innovative education; Didactic resourses

Abstract: The problems of Teacher Training have long been related to the idea of change in education together with a heated discussion about the system of university instruction, within the frame of important political and economic transformations in the present society. In this context, the current Research Project aims at knowing and analyzing how the curriculum transformation processes are devised and put into practice in Teacher Training Programs at the National University of San Luis. The concept of Curriculum in Action (Grundy, 1985) considers • teacher training • as a project that is part of the curriculum but that goes beyond it because it includes real practice. Based on this concept many questions have arisen as a starting point: How do teacher training processes occur at university today considering the present curriculum transformations? What do the existing transformations and innovations involve? How do they originate? What are their underlying ideas, theories or conceptions? How do they spread? What are the procedures by which they are achieved? To what extent do they represent real changes and break-ups? or Are they just formal changes? The answers were labelled considering three research areas relevant to our university: 1-Teacher training processes and curriculum transformation at the UNSL. . Continuities and break-ups among curriculums, conceptions and practice. 2- Innovative practice in university education. Hindrances and facilitators for its development. 3- Didactic resources and communicational technology. Uses and innovations in Teacher Instruction.

Kind of investigation: Applied- Year: 2001- Period: Triannual

Director

BENTOLILA, SAADA

E-mail

saadab@unsl.edu.ar