Jean Piaget’s definition of schema: "a cohesive, repeatable action sequence possessing component actions that are tightly interconnected and governed by a core meaning."
Mabel Condemarín sostiene “que sólo se aprende cuando una nueva información se integra dentro de un esquema o estructura cognitiva ya existente. Los esquemas son estructuras que representan los conceptos genéricos almacenados en nuestra memoria de largo término”.
Most of my colleagues in the bilingual teacher education program would have agreed with the two previously cited theoretical constructs (un lugar común en la pedagogía contemporánea). They also -as expected- wanted to be scholars: a requirement in the career ladder of higher education institutions- but few integrated those ideas into their own teaching practices (if not, why were they not up in arms when the Center -the place where those ideas were central to the discussion, and was also used to experience the integration and understanding of the student as an active participant in the open ended teaching-learning process- was turned into an elementary school science classroom.) Few were interested -besides using the classrooms for their research- in the actual teaching practices in the elementary schools where the students taught or did their teaching practicum. Very few applied -though, continuously quoting them- the teaching and learning ideas discussed by Piaget, Condemarín, Iglesias, Teberosky, Matos-Paoli, Rodríguez (Bolivar's teacher), Ferreiro, Cárdenas, Goodlad, Bellack, Hostos, Martí, Freire, Rivera, Weber. When it came to identifying classrooms where their students were to be placed to carry out their practicum, the faculty was not able to distinguish between the highly stratified, hierarchical, behaviorist-based lesson plan approaches and the more integrated, student-centered, active classrooms. The confusion or opportunism was so obvious, that one year the Cooperating Principal Award was given to the director of a school that resembled more a militaristic camp than a multicultural school where diversity in learning and teaching styles were appreciated and integrated in the process; for reasons that had nothing to do with teaching. Those giving the award could care less about educational ideas or practices. It was pure and shameless politics and public relations.
Most of my colleagues in the bilingual teacher education program would have agreed with the two previously cited theoretical constructs (un lugar común en la pedagogía contemporánea). They also -as expected- wanted to be scholars: a requirement in the career ladder of higher education institutions- but few integrated those ideas into their own teaching practices (if not, why were they not up in arms when the Center -the place where those ideas were central to the discussion, and was also used to experience the integration and understanding of the student as an active participant in the open ended teaching-learning process- was turned into an elementary school science classroom.) Few were interested -besides using the classrooms for their research- in the actual teaching practices in the elementary schools where the students taught or did their teaching practicum. Very few applied -though, continuously quoting them- the teaching and learning ideas discussed by Piaget, Condemarín, Iglesias, Teberosky, Matos-Paoli, Rodríguez (Bolivar's teacher), Ferreiro, Cárdenas, Goodlad, Bellack, Hostos, Martí, Freire, Rivera, Weber. When it came to identifying classrooms where their students were to be placed to carry out their practicum, the faculty was not able to distinguish between the highly stratified, hierarchical, behaviorist-based lesson plan approaches and the more integrated, student-centered, active classrooms. The confusion or opportunism was so obvious, that one year the Cooperating Principal Award was given to the director of a school that resembled more a militaristic camp than a multicultural school where diversity in learning and teaching styles were appreciated and integrated in the process; for reasons that had nothing to do with teaching. Those giving the award could care less about educational ideas or practices. It was pure and shameless politics and public relations.
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