Pre-higher education teachers (pre-primary, elementary and secondary teachers) have received a solid university education before starting their working life as teachers. However, many find it difficult to keep up to date with the latest news in educational research. Lack of time, lack of knowledge of new sources of information search, journals without free access or lack of applicability of many of the proposals in the scientific literature are some of the reasons I see for this disconnection. What solutions do you think should be suggested to reduce the gap between these two worlds: research and teaching?
Good issue Daniel.
Years ago there were many journals of a more informative nature, as well as books that compiled the latest advances in different subjects, but the model of rankings and impact I think has led to the disappearance of much of that literature.
I guess that blogs, social networks, and video tutorials make up for that lack. Very good informative and freely accessible material is produced on the web. The problem is its search and selection.
Furthermore, there are the on-line communities of practice, although they do not always have people who are up to date with the latest research findings.
Best regards
Important question. Rather than viewing this as a problem, perhaps it is an opportunity to create valuable careers in the gap.
Just as we are seeing the growth of terms such as 'science communicators', we may need and see a direct benefit (in improved educational practice) from encouraging 'educational research communicators' to step into this space.
Queridos amigos,
Muchas veces los docentes, desde el principio, asumen que lo que se aprende en las facultades y la práctica cotidiana en las escuelas son mundos totalmente separados. Cuántas veces habré escuchado a un alumno haciendo las prácticas en los colegios diciendo "aquí estoy aprendiendo lo que de verdad importa". En las facultades tienen que aprender, como mínimo, la teoría suficiente para en las escuelas no hacer las cosas mal (la práctica sin la teoría puede ser peligrosa).
En cuanto a la formación permanente del profesorado, hay muchas opciones y, por lo general, el cuerpo docente es un colectivo bien preparado. Dado que muchas veces entendemos que lo que se investiga en la universidad no tiene una aplicabilidad real en el aula, un camino interesante puede ser la "formación entre iguales"; fomentar oportunidades en las que docentes puedan conocer otras prácticas docentes, en un contexto real, podría ser buena idea.
Un abrazo.
In line with Gustavo's comments, some schools encourage the role of the "teacher observer", which is a teacher who enters another teacher's class simply to observe and learn. Some understand this as an evaluation of the teacher, but I believe that with proper guidance it can be very useful. I have learned a lot from other teachers by watching their classes and observing how they apply methodologies or content that I had never considered.
Your question is interesting. I believe that most teachers must develop self-interest in topics such as research for their innovative teaching practice. From there, a path could be opened for your personal development as a teacher. You say that they are well prepared when they leave university, but I think they lack this kind of knowledge: learning to seek knowledge for themselves and for their teaching practice.
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