Voces y Silencios. Revista Latinoamericana de Educación

Voces silec. rev. latinoam. educ. | eISSN 2215-8421

Mentalidad de Crecimiento y Cognición Docente en la formación profesional: Un estudio de caso

No. 1 (2023-07-17)
  • Ivonne Marcela Chipatecua Fique
    Universidad de Los Andes - Carthage Junior High School, Missouri, Estados Unidos
  • Paula Bibiana Garcia Cardona
    Universidad de Los Andes
  • Isabel Tejada-Sánchez
    Universidad de Los Andes

Resumen

El propósito de este estudio es explorar el rol de la mentalidad de crecimiento (MC) en la cognición docente y práctica educativa de una docente de inglés como lengua extranjera, quien participó de un proceso de formación profesional en MC. Para ello, se realizó un cuestionario cualitativo, observaciones de aula y entrevistas, a partir de las cuales, ella reflexionó sobre su práctica educativa. De lo anterior, se analizaron percepciones, creencias, reacciones y cambios en la mentalidad de la docente ante situaciones cotidianas de su práctica. Los hallazgos sugieren que ella demuestra apropiación de la MC al hacerse consciente de la forma en que se comunica con sus estudiantes, enfrenta retos en el aula y evidencia reflexividad emergente acerca de decisiones que la podrían hacer más flexible y empática. Se concluye que los procesos de formación profesional docente requieren disposición para reflexionar sobre la propia práctica y se enriquecerían notablemente con la incorporación explícita de la MC.

Palabras clave: Práctica educativa, Creencias, Formación profesional, Retroalimentación, Mentalidad de crecimiento, Cognición docente

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