Materiales Curriculares para una Enseñanza Deliberativa: Una revisión Cualitativa-Sistemática de las Características Clave que Fomentan el Aprendizaje de los Profesores
- Valenntina Sonia Guzmán Fernández
Resumen
La evidencia empírica sugiere que la argumentación deliberativa promueve el aprendizaje conceptual, las habilidades argumentativas y de debate. Sin embargo, rara vez se ve en las aulas. Diferentes académicos han argumentado sobre qué tipo de materiales curriculares pueden promover la creación de materiales pedagógicos innovadores, pero no se ha llegado a un acuerdo sobre las principales características educativas que estos materiales deberían tener. Este documento tiene como objetivo describir estas características y discutir la postura teórica desde la cual entender el papel que desempeñan en el aprendizaje de los profesores. Se realizó una revisión cualitativa sistemática siguiendo la metodología PRISMA. Los resultados muestran que la mayoría de los estudios consideran que el contenido disciplinario, las guías de implementación y la justificación de las recomendaciones pedagógicas son características clave. Un número significativo de estudios también promueve el uso de un lenguaje explicito, sin embargo, algunos documentos advierten sobre el riesgo de ser demasiado prescriptivos al hacer uso de esta herramienta en el aula. En cuanto a las suposiciones teóricas sobre el proceso de aprendizaje de los profesores, la mayoría de los estudios sostienen una visión sociocognitiva en torno a este tema. También se discuten las lagunas teóricas y sus implicaciones prácticas para el diseño pedagógico.
Palabras clave
materiales curriculares, aprendizaje del profesor, teoría sociocultural, materiales de andamiaje, prácticas de lenguaje
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