La indagación dialógica (ID): una estrategia para la co-formación de docentes en servicio
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Facultad de Humanidades y Artes. Escuela de Ciencias de la Educación
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Este estudio, cuyo objetivo fue analizar la efectividad de la Indagación Dialógica
(ID) como modalidad de co-formación permanente de profesores, se
realizó con docentes en servicio cursantes de postgrado en una institución de
educación superior de la República Dominicana. La ID se asumió como una
estrategia de comunicación horizontal, entre profesor acompañante y docente
acompañado, quienes dialogan colaborativamente con el fin de encontrar respuestas
que les permitan interpretar la práctica, reflexionando sobre la misma.
Se realizó un estudio de caso, con seis profesores (tres acompañantes y tres acompañados). Los datos se recogieron a través de la observación y la entrevista
no estructurada, y se analizaron cualitativamente; los resultados revelan
que la efectividad de la estrategia se sustenta tanto en el protocolo que se sigue
para su ejecución como en los principios que los profesores acompañantes
suscriben desde una relación de horizontalidad entre profesionales que
aprenden, permitiéndoles reflexionar sobre el quehacer que envuelve dichas
prácticas y no a partir de una visión dicotómica orientada básicamente a focalizar
necesidades y fortalezas de la misma.
This communication aims to analyze the dialogic inquiry strategy (ID) as a form of permanent co-training conducted with teachers in service and that also participate in graduate programs in an institution of higher education in the Dominican Republic. The ID was assumed as a strategy of horizontal communication between the accompanist teaching and the accompanied teacher who collaboratively dialogue in order to find answers that will enable them to interpret practice, reflecting collaboratively on it. A case study was conducted with three accompanist teachers and three accompanied teachers. Data were collected through observation and an unstructured interview. These were analyzed qualitatively, and the results show that the effectiveness of the strategy is based on both the protocol development as well as in the principles that accompanist teachers evidence, such as horizontal relationship between professional learning that allow other teachers to reflect on their work involving such practices and not from a dichotomous view that is oriented to focus on needs and strengths from these practices.
This communication aims to analyze the dialogic inquiry strategy (ID) as a form of permanent co-training conducted with teachers in service and that also participate in graduate programs in an institution of higher education in the Dominican Republic. The ID was assumed as a strategy of horizontal communication between the accompanist teaching and the accompanied teacher who collaboratively dialogue in order to find answers that will enable them to interpret practice, reflecting collaboratively on it. A case study was conducted with three accompanist teachers and three accompanied teachers. Data were collected through observation and an unstructured interview. These were analyzed qualitatively, and the results show that the effectiveness of the strategy is based on both the protocol development as well as in the principles that accompanist teachers evidence, such as horizontal relationship between professional learning that allow other teachers to reflect on their work involving such practices and not from a dichotomous view that is oriented to focus on needs and strengths from these practices.
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