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Oportunidades de aprendizaje de la práctica pedagógica en el campus universitario: planificación, ejecución y contribución en la formación profesional de futuros docentes
(2024)
Kiomi Matsumoto-Royo
;
CONGET MOLINA, PAULETTE ANDREA
<jats:p>La formación inicial docente busca enseñar a enseñar. Para ello, se ha propuesto que los programas incorporen formalmente instancias de comprensión y entrenamiento en prácticas pedagógicas, tanto en las asignaturas como en terreno. Este estudio tiene como objetivo explorar la planificación, ejecución y contribución a la formación profesional de la incorporación de oportunidades de aprendizaje de la práctica pedagógica (OAP) en asignaturas impartidas en el campus universitario. Para ello, se realizó un estudio descriptivo en tres programas de formación docente: educación de párvulos, básica y media. Primero, se identificaron las OAP planificadas analizando las calendarizaciones de 72 asignaturas. Luego, se examinó la percepción al respecto de las OAP ejecutadas encuestando a 231docentes en formación. Finalmente, se indagó sobre la contribución de las OAP a la formación profesional entrevistando a 8 docentes en formación. Las OAP más planificadas por los formadores de docentes fueron planificar experiencias de aprendizaje y simular lo que hace un docente durante una experiencia de aprendizaje. Esta última fue la OAP más frecuentemente ejecutada por los docentes en formación, quienes reconocen que las simulaciones les permiten: 1) aplicar los contenidos, 2) aprender de los errores, 3) ejercitar el monitoreo metacognitivo y la autoevaluación y 4) aproximarse a la complejidad de la enseñanza. Los hallazgos de esta investigación pueden ser utilizados por las instituciones formadoras para fundamentar la incorporación y diseñar la implementación de la enseñanza de las OAP desde el primer año del trayecto formativo, haciendo un énfasis particular en la simulación de lo que hace un docente antes y durante una experiencia de aprendizaje.</jats:p>
Scopus© Citations 1 1
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Feedback as an opportunity to promote lifelong learning in pre-service teachers: a mixed methods study
(2023)
Kiomi Matsumoto-Royo
;
CONGET MOLINA, PAULETTE ANDREA
;
Maria Soledad Ramírez-Montoya
<jats:p>The aim of this study was to investigate whether, within a practice-based curriculum, feedback on the assessment tasks provided during campus coursework offers opportunities to promote lifelong learning dispositions in pre-service teachers. For this, pre-service teachers (<jats:italic>n</jats:italic> = 231) completed a validated questionnaire regarding lifelong learning dispositions. Then, feedback from assessment tasks (<jats:italic>n</jats:italic> = 14) was analyzed to identify claims related to curiosity, motivation, perseverance, and self-regulation of learning. Finally, in-depth interviews were conducted with pre-service teachers (<jats:italic>n</jats:italic> = 8) to explore their perspectives on feedback and lifelong learning dispositions. Data triangulation was used to confirm and add depth to the findings. Feedback on assessment tasks provided during campus course work promotes lifelong learning dispositions when: (i) tied to authentic tasks, (ii) is provide not only by teacher educators but also by peers, (iii) incorporates both positive and negative comments, along with practical advice. The implication of findings for teacher education is discussed.</jats:p>
Scopus© Citations 1
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Evaluative model of practice-based teacher education (core practices) to enhance metacognition and lifelong learning
(2019)
Kiomi Matsumoto-Royo
;
María Soledad Ramírez-Montoya
6Scopus© Citations 4
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Lifelong Learning and Metacognition in the Assessment of Pre-service Teachers in Practice-Based Teacher Education
(2022)
Kiomi Matsumoto-Royo
;
Maria Soledad Ramírez-Montoya
;
Leonardo David Glasserman-Morales
<jats:p>Initial teacher education should prepare pre-service teachers to develop effective teaching and lifelong learning tendencies. This study aimed to identify the component to consider in pre-service teachers’ assessment processes that promote lifelong learning and develop metacognition skills. For this, it analyzed how the planned and implemented actions by the teacher educators in Practice-based Teacher Education programs promoted metacognition and lifelong learning in the pre-service teachers. The method was a mixed explanatory sequential design. Quantitative and qualitative instruments were applied. Information was obtained from the learning and assessment resources (72 syllabi and 14 assessment tasks) and pre-service teachers’ opinions (survey: <jats:italic>n</jats:italic> = 231, interviews: <jats:italic>n</jats:italic> = 8). The findings identified three main components: (i) authentic and relevant assessment tasks, (ii) prior communication of instructions and evaluation criteria, and (iii) frequent performance-focused feedback from peers and teacher educators during and at the end of assignments. The study results can be valuable in teacher education programs to strengthen assessment processes, promote lifelong learning tendencies, and develop metacognitive skills among the teachers in training.</jats:p>
8Scopus© Citations 26
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Core practices in practice-based teacher education: A systematic literature review of its teaching and assessment process
(2021)
Kiomi Matsumoto-Royo
;
María Soledad Ramírez-Montoya
27Scopus© Citations 81
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Opportunities to Develop Lifelong Learning Tendencies in Practice-Based Teacher Education: Getting Ready for Education 4.0
(2021)
Kiomi Matsumoto-Royo
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Maria Soledad Ramírez-Montoya
;
CONGET MOLINA, PAULETTE ANDREA
Education 4.0 prepares new generations to develop the skills required to perform in a technological, dynamic, and unpredictable world. The main barrier to implementing Education 4.0 in schools is that teachers have not been trained for it. Given the advances and new resources of the technological field, teacher preparation will be insufficient if it focuses on technological skills but does not incorporate the necessary dispositions for lifelong learning. Universities have the ethical imperative to update teacher education so teachers can become lifelong learners. The objective of this study was to understand whether practice-based curricula offer opportunities to promote lifelong learning tendencies. We used a sequential explanatory method. Quantitative and qualitative instruments were applied to pre-service teachers (survey: n = 231, semi-structured interviews: n = 8), and causal and descriptive approaches were supported by a structural equation model and constant comparative method, respectively. Data triangulation confirmed and added depth to the relationship found. Practice opportunities provided by teacher educators in learning activities and assessment tasks promote curiosity, motivation, perseverance, and self-learning regulation, when they are (i) systematic; (ii) relevant to the classroom work; (iii) presented with clear instructions and effective rubrics; (iv) accompanied with feedback focused on the task, soliciting reflection, and performed by peers and teacher educators in a trustworthy environment. This research may be of value to universities looking to renew their Education 4.0 programs because it shows that practice-based curricula not only transform pre-service teachers into teaching experts but also into lifelong learners.
41Scopus© Citations 22
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Diseño y validación de un cuestionario para evaluar oportunidades de práctica pedagógica, metacognición y «lifelong learning», brindadas por los programas de formación inicial docente
(2021)
Kiomi Matsumoto-Royo
;
María-Soledad Ramírez-Montoya
;
CONGET MOLINA, PAULETTE ANDREA
<jats:p>El objetivo del estudio fue diseñar y validar un cuestionario para recoger información respecto de las oportunidades que brindan los programas de formación inicial docente de aproximarse a la práctica pedagógica, de desarrollar habilidades de procesamiento metacognitivo y de adoptar el lifelong learning. El instrumento fue diseñado conforme a la literatura y validado usando el método Delphi. Fue aplicado en una muestra de 198 estudiantes de Pedagogía. Luego de ajustes en función de los resultados de un análisis factorial confirmatorio, se obtuvo una versión de alta validez y confiabilidad. El cuestionario está organizado en tres dimensiones y 24 reactivos y permite estudiar desde la perspectiva de los estudiantes las acciones de los programas de formación docente, constituyendo un marco referencial para orientar las decisiones de ajuste e innovación en este ámbito de formación.</jats:p>
11Scopus© Citations 8
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Practice-based teacher education
(2019)
Kiomi Matsumoto-Royo
;
María Soledad Ramírez-Montoya
16Scopus© Citations 7
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Teaching and assessment strategies in a Practice-based teacher education program. Instrument validation
(2020)
Kiomi Matsumoto-Royo
;
María Soledad Ramírez-Montoya
6Scopus© Citations 4

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