De la diversión a la transformación. Movilidad de creencias mediante metodología Lego® Serious Play®
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Date
2020
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Abstract
Este estudio reporta resultados de una experiencia de movilidad de creencias enformación inicial docente sobre escuelas en contextos de bajo nivel socioeconómico. Seimplementaron cuatro sesiones basadas en la metodología Lego® SeriousPlay® (LSP) conun grupo de cuatro estudiantes novatos más dos grupos de tensionadores (estudiantesmayores y formadores), seleccionados mediante un instrumento sobre creenciasepistemológicas y pobreza. Mediante análisis del discurso se establecieron las creenciasrelativas a escuelas vulnerables, estudiantes y profesores y luego se posicionaron enuna gradiente de ingenuidad-sofisticación. Los resultados muestran que las primerasmetáforas corroboran las creencias ingenuas en los estudiantes novatos, pero revelanmenor sofisticación en estudiantes mayores respecto al cuestionario. La progresión en lassesiones muestra una trayectoria de sofisticación intermedia frente a estudiantes mayores,pero más acentuada ante los formadores. Estos últimos son los que más impactan en lasofisticación de las creencias.
This study reports the results of a beliefs mobility experience in initial teacher training in schools in low socioeconomic contexts. Four sessions were implemented based on the Lego® SeriousPlay® (LSP) methodology with a group of four novice students plus two groups of tensioners (older students and trainers), selected through an instrument on epistemological beliefs and poverty. Discourse analysis established beliefs about vulnerable schools, students and teachers and then said beliefs positioned themselves on a gradient of ingenuity-sophistication. The results show that the first metaphors corroborate the naive beliefs in novice students, but reveal less sophistication in older students, regarding the questionnaire. The progression in the sessions shows a trajectory of intermediate sophistication in comparison to older students, but more accentuated as regards trainers, being the latter the ones who impact the most on the sophistication of beliefs.
This study reports the results of a beliefs mobility experience in initial teacher training in schools in low socioeconomic contexts. Four sessions were implemented based on the Lego® SeriousPlay® (LSP) methodology with a group of four novice students plus two groups of tensioners (older students and trainers), selected through an instrument on epistemological beliefs and poverty. Discourse analysis established beliefs about vulnerable schools, students and teachers and then said beliefs positioned themselves on a gradient of ingenuity-sophistication. The results show that the first metaphors corroborate the naive beliefs in novice students, but reveal less sophistication in older students, regarding the questionnaire. The progression in the sessions shows a trajectory of intermediate sophistication in comparison to older students, but more accentuated as regards trainers, being the latter the ones who impact the most on the sophistication of beliefs.
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Keywords
Creencias, Formación de profesores, Juego, Juegos, Innovación educativa, Pobreza, Expectativas de profesores, Equidad educativa, Beliefs, Teacher education, Play, Games, Educational innovation, Poverty, Teacher expectations of students, Educational equity