Modelado de planificación de lecciones con materiales auténticos para profesores en formación
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Los formadores de docentes globalmente han expresado su preocupación por enseñar a sus estudiantes cómo transferir el conocimiento teórico a la práctica. Este artículo describe un estudio sobre el modelado de planificación de clases para 16 futuros docentes en un programa universitario colombiano, utilizando materiales auténticos. El estudio también muestra sus principales percepciones durante los talleres de modelado. Para recopilar datos, se emplearon encuestas, videos, muestras de actividades de los estudiantes y un plan de lección completo. En esta investigación-acción, los datos se examinaron mediante análisis temático. Los hallazgos revelaron que seguir una estructura como el ciclo de pre, durante y post fue efectivo para estructurar las lecciones en términos de macro-andamiaje. Sin embargo, los participantes enfrentaron desafíos al proponer pasos específicos para desarrollar las actividades que esbozaron en un plan de lección. Igualmente, estos futuros docentes percibieron positivamente los talleres. Este artículo concluye planteando algunas implicaciones pedagógicas para futuras investigaciones y reflexiones.
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