Los momentos difíciles como incidentes críticos en diálogo. Identidad profesional de los profesores de FP técnica

Kara Vloet, Ellen Klatter, Sandra Janssen, Giel Kessels

Resumen

Los estudiantes de tecnología necesitan una sólida formación profesional que apoye tanto su desa-rrollo cognitivo como profesional, a fin de estar adecuadamente preparados para trabajos alta-mente cualificados. La identidad profesional de los profesores y sus I-positions subyacentes de-terminan en gran medida si la calidad de la enseñanza cumple los requisitos. En un estudio en profundidad exploramos la identidad profesional de los profesores que trabajan en la formación profesional técnica. Se discutieron y analizaron, tanto cualitativa como cuantitativamente, los momentos difíciles señalados por once profesores. Los resultados muestran que los profesores identificaron en gran medida los momentos de dificultad en relación con sus conocimientos peda-gógicos. La mayoría de los docentes de tecnología reflejaron predominantemente una I-position como profesionales expertos. Concluimos que el enfoque dominante en base al conocimiento pe-dagógico legitima la profesionalización en favor del desarrollo cognitivo y el desarrollo de la ca-rrera de los jóvenes. La incorporación del diálogo derivado del denominado “Flower model” pue-de ayudar a los profesores a comprender mejor su identidad profesional, determinando la calidad de la formación profesional.

Palabras clave

Educación vocacional; Pedagogía; Identidad profesional; Momentos difíciles del yo dialógico

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