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    CIRTA

    Communauté pour l'Innovation et la Recherche sur les Technologies dans l'enseignement/Apprentissage.

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  • Bienvenue sur le portail de la CIRTA

    CIRTA

    Communauté pour l'Innovation et la Recherche sur les Technologies dans l'enseignement/Apprentissage.

  • 1

Teacher peer coaching Mexico-Québec

 

 

Lizette Gonzalez Martinez

Universidad Autonoma de Nuevo León

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      Magda Garcia Quintanilla

Universidad Autonoma de Nuevo León

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Ana Irene Cuevas Gutierrez

Universidad Autonoma de Nuevo León

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We want to share the experiences of a project between the Universidad Autónoma de Nuevo León (in Mexico) and the University of Sherbrooke (Canada) to support the training of teachers from different disciplines through participatory action research (PAR), by developing skills in research and co -researchers in their own practice (Borri- Anadon, 2013). So the combination of research and action (Velasco, Aranda & Torres, 2010) would help strengthen their technical and pedagogical practices in traditional and virtual classrooms.

 

The activities for the development of this study were: 4 seminars practise analysis, through video analysis, and distance learning capsules inspired by the devices “teacher peer coaching” (Joyce and Showers, 2002) and Seminars Analysis of Professional Practices (SAPP) (Campanale and Dessus, 2002) documented by videos and field diaries.

 

The use of videos, as a procedure applied in the inquiry into teaching practice, allows a complete record of the events during the class for further analysis (Varela, 2010); and the field journals are implemented as the instrument that allows teachers to systematize their practices by register what happens in class and making notes of those aspects that when imparting class to later analyze, organize or interpret the information that it will focus on reaching (Martinez, 2007).

 

At the end of the first year of activities, progress in different dimensions has been important:

-The Coordinating team has dedicated major efforts in planning and review of the training program and by fostering a climate of cooperation, dialogue and respect.

-The Consolidation of a multidisciplinary group of university professors gathered in order to reflect on their teaching practice.

-The Implementation of field diary of Professor as a tool that if incorporated as a habit, becomes an element that will allow you to recover their learning, their questions and reflections (Fierro, Fortoul and Roses, 1999).

-The Advances in the analysis of information (video recordings of the working sessions), notes of the coordinating team, working sessions between coordinators from both universities, etc., has shown the issues that concern and impact, as well as points view of the participants.

 

The work is still in progress but the contribution of about 20 teachers and documentation of the meetings of this group will allow not only to share the story of our experiences, but the analysis of what happened.

 

 

References

 

Borri-Anadon, Corina. (2015). Un dispositivo teórico-metodológico para comprender las prácticas profesionales. Perspectiva Educacional: Formación de profesores. 54(1), 3- 16. DOI: 10.4151/07189729-Vol.54-Iss.1-Art.291

 

Campanale, F. & Dessus, P. (2002). Séminaires d’analyse collaborative des pratiques : décrire des situations pour faire évoluer des pratiques. Communication au 4 ème Colloque International

 

Fierro, C., Fortoul, B. y Rosas, L. (1999), Transformando la práctica docente. Una propuesta basada en la investigación-acción. México: Paidós.

 

Joyce, B. and Showers, B. (2002). Designing Training and Peer Coaching: Our Needs for Learning. In: B. Joyce and B. Showers, ed., Student Achievement Through Staff Development, 3rd ed. ASCD.

 

Martinez, L. (2007). La Observación y el Diario de Campo en la definición de un tema de Investigación Perfiles libertadores. 73-80.

 

Varela, A. (2010). Protocolo para el registro de lecciones en video. México: BidVideos.

 

Velasco, A.; Aranda, C. & Torres, T. (2010). Salud laboral en artesanos de microempresas en un municipio mexicano: una investigación-acción participativa. Psicología y salud. 20(1), 129-139.

 

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