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Culture and Education
Cultura y Educación
Volume 24, 2012 - Issue 1
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Original Articles

Redes de aprendizaje escuelas infantiles-universidad. Evaluación de una experiencia de innovación

Learning networks between infant schools-university: Evaluation of an innovative experience

Pages 95-110 | Received 21 Jan 2011, Accepted 27 May 2011, Published online: 23 Jan 2014
 

Resumen

Presentamos una experiencia de innovación docente desarrollada en la Facultad de Ciencias de la Educación de la Universidad de Córdoba, en segundo curso de la titulación de Magisterio de Educación Infantil, en el marco de la asignatura Didáctica General. La innovación se ha centrado en la configuración de una Red de Colaboración entre escuelas infantiles y la institución universitaria. Tomando como eje central el método de Proyectos de Trabajo hemos construido un entramado de aprendizaje en el que han intervenido dieciséis maestras de Educación Infantil, trescientos veinte niños y niñas de esta etapa, siete profesores universitarios, ochenta y cinco estudiantes de Magisterio y dos asesoras de Infantil de un centro de formación permanente del profesorado.

Describimos los anclajes teóricos que sustentan nuestra experiencia, sus fases, y analizamos el valor que le atribuye el alumnado universitario a esta experiencia para su formación profesional, las aportaciones que reporta a las maestras participantes, al tiempo que identificamos sus debilidades y fortalezas.

Abstract

This paper presents an experiment in teaching innovation developed at the University of Cordoba's Faculty of Education, in the second year of the Infant Education Teacher Training course, within the subject of General Didactics. The innovative approach adopted focused on setting up a Collaboration Network between infant schools and the University. Taking the Project Work method as the central axis, a learning network has been built with the participation of sixteen Infant Education teachers, three hundred and twenty children from this stage, seven university teachers, eighty five trainee teachers and two Infant Education advisers from a continuing professional development centre for teachers.

The theoretical foundations and stages underpinning this experience are described. We analyse the value assigned to university students for their professional training, the contributions reported to the participating teachers, and we identify the study's weaknesses and strengths.

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