Teaching Practice as the Basic Nucleus of Research, Innovation and Professional Skills

Lucas Palacios Liberato

doi:doi:10.11648/j.innov.20210202.12

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Teaching Practice as the Basic Nucleus of Research, Innovation and Professional Skills

Lucas Palacios Liberato

Published in Innovation (Volume 2, Issue 2)

Received: 13 June 2021 Accepted: 1 July 2021 Published: 18 August 2021

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Abstract

The pedagogical practice or pre-professional practice in teacher training, constitutes the ideal and necessary basic nucleus in the development of educational research, pedagogical innovation and professional competences, since through practice these are integrated into a single process pedagogical, since it allows the research to be carried out as part of the teaching activity, in such a way that the educational activity is constituted in the real and concrete object of study, simultaneously the teaching practice as creative development is constituted in a singular form of pedagogical innovation by the teacher or practitioner, who applies the theory of education to real events, in the classroom or school; Thus, jointly, research and innovation are part of the development of the professional competences of the future teacher and / or perfect the teacher's abilities in the exercise of their pedagogical work; in such a way that, the strategies, methods and / or techniques of the teaching activity are at the same time strategies, methods and / or techniques of pedagogical innovation and research instruments, as pedagogical innovation is constituted in the test model or test, as a process of "experimentation"; the class, the lesson or the pedagogical activity of the teacher are constituted in the research laboratory. The purpose of this document is to describe and illustrate this singular phenomenon, about how research, innovation and professional competences are articulated through pre-professional teaching practice.

Published in	Innovation (Volume 2, Issue 2)
DOI	10.11648/j.innov.20210202.12
Page(s)	27-34
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Action Research, Pedagogical Innovation, Teaching Practice, Educational Investigation, Teaching Skills

References

[1]	Delors, J. (1996) La educación encierra un tesoro. Santillana Ediciones UNESCO, Madrid.
[2]	Palacios, L. (2008) Lógica de la ciencia e investigación educativa. Fondo Editorial del Pedagógico de San Marcos – Lima.
[3]	Goodman, P. (1973) La des-educación obligatoria. Editorial Fontanella. Barcelona.
[4]	Encinas, J. (1986) Un ensayo de escuela nueva en el Perú. Imprenta Minerva. Lima, Edición Facsimilar.
[5]	Elliott, J. (2010) El “estudio de la enseñanza y del aprendizaje”: una forma globalizadora de investigación del profesorado. Revista Interuniversitaria de Formación del Profesorado, 68 (24, 2) P 223-242. Ponencia del congreso anual de la British Educational Research Association, Universidad de Manchester, 2009.
[6]	Pérez, A. (2015) “Conversación desarrolladas en la UNAE”, el 21 de octubre de 2015. Transcripción.
[7]	Palacios, L. (2018) Desarrollo de las competencias por el sistema de tareas. Fondo Editorial de la UCH – Lima.
[8]	Stenhouse, L. (2004) La investigación como base de la enseñanza. Madrid. Ediciones Morata. 5ta. Edición.
[9]	Peñaloza, W. (1989) La Cantuta. Una experiencia en educación. Lima: Edición auspiciada por el CONYTEC.
[10]	Vigotsky, L. (1979) El desarrollo de los procesos psicológicos superiores. Harvard University Press, Cambridge.
[11]	Palacios, L. (2016) Experiencia y percepciones de los estudiantes acerca de las prácticas pre profesionales en la UNAE Revista “OrientAcción” de RELAPRO, publicación digital Nro. 2, 2016 – Colombia.
[12]	Palacios, L. (2020) Sobre o “Projeto Integrador do conhecimento” no modelo UNAE. En Convergencias y divergencias en investigación. De Tomás Fontaines-Ruiz, Johann Pirela Morillo, Jorge Maza-Cordova y Yamely Almarza Franco: Editores del RISEI (Ecuador) Pp. 264-272.
[13]	Palacios, L. (2019) Estructura y contenido de las prácticas preprofesionales en el modelo pedagógico de la Universidad Nacional de Educación (Ecuador) Revista Pedagogía y saberes, de la UPN Nro. 50 – Colombia.
[14]	Perrenoud, P. (2004) Diez nuevas competencias para enseñar. Barcelona: Graó.
[15]	Freire, P. (2004) Pedagogía de la autonomía. Sao Paulo: Editorial paz y tierra.

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APA Style

Lucas Palacios Liberato. (2021). Teaching Practice as the Basic Nucleus of Research, Innovation and Professional Skills. Innovation, 2(2), 27-34. https://doi.org/10.11648/j.innov.20210202.12

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ACS Style

Lucas Palacios Liberato. Teaching Practice as the Basic Nucleus of Research, Innovation and Professional Skills. Innovation. 2021, 2(2), 27-34. doi: 10.11648/j.innov.20210202.12

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AMA Style

Lucas Palacios Liberato. Teaching Practice as the Basic Nucleus of Research, Innovation and Professional Skills. Innovation. 2021;2(2):27-34. doi: 10.11648/j.innov.20210202.12

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@article{10.11648/j.innov.20210202.12,
  author = {Lucas Palacios Liberato},
  title = {Teaching Practice as the Basic Nucleus of Research, Innovation and Professional Skills},
  journal = {Innovation},
  volume = {2},
  number = {2},
  pages = {27-34},
  doi = {10.11648/j.innov.20210202.12},
  url = {https://doi.org/10.11648/j.innov.20210202.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.innov.20210202.12},
  abstract = {The pedagogical practice or pre-professional practice in teacher training, constitutes the ideal and necessary basic nucleus in the development of educational research, pedagogical innovation and professional competences, since through practice these are integrated into a single process pedagogical, since it allows the research to be carried out as part of the teaching activity, in such a way that the educational activity is constituted in the real and concrete object of study, simultaneously the teaching practice as creative development is constituted in a singular form of pedagogical innovation by the teacher or practitioner, who applies the theory of education to real events, in the classroom or school; Thus, jointly, research and innovation are part of the development of the professional competences of the future teacher and / or perfect the teacher's abilities in the exercise of their pedagogical work; in such a way that, the strategies, methods and / or techniques of the teaching activity are at the same time strategies, methods and / or techniques of pedagogical innovation and research instruments, as pedagogical innovation is constituted in the test model or test, as a process of "experimentation"; the class, the lesson or the pedagogical activity of the teacher are constituted in the research laboratory. The purpose of this document is to describe and illustrate this singular phenomenon, about how research, innovation and professional competences are articulated through pre-professional teaching practice.},
 year = {2021}
}

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TY  - JOUR
T1  - Teaching Practice as the Basic Nucleus of Research, Innovation and Professional Skills
AU  - Lucas Palacios Liberato
Y1  - 2021/08/18
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N1  - https://doi.org/10.11648/j.innov.20210202.12
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AB  - The pedagogical practice or pre-professional practice in teacher training, constitutes the ideal and necessary basic nucleus in the development of educational research, pedagogical innovation and professional competences, since through practice these are integrated into a single process pedagogical, since it allows the research to be carried out as part of the teaching activity, in such a way that the educational activity is constituted in the real and concrete object of study, simultaneously the teaching practice as creative development is constituted in a singular form of pedagogical innovation by the teacher or practitioner, who applies the theory of education to real events, in the classroom or school; Thus, jointly, research and innovation are part of the development of the professional competences of the future teacher and / or perfect the teacher's abilities in the exercise of their pedagogical work; in such a way that, the strategies, methods and / or techniques of the teaching activity are at the same time strategies, methods and / or techniques of pedagogical innovation and research instruments, as pedagogical innovation is constituted in the test model or test, as a process of "experimentation"; the class, the lesson or the pedagogical activity of the teacher are constituted in the research laboratory. The purpose of this document is to describe and illustrate this singular phenomenon, about how research, innovation and professional competences are articulated through pre-professional teaching practice.
VL  - 2
IS  - 2
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Author Information

Lucas Palacios Liberato

Faculty of Education, Cayetano Heredia Peruvian University, Lima, Peru

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APA Style

Lucas Palacios Liberato. (2021). Teaching Practice as the Basic Nucleus of Research, Innovation and Professional Skills. Innovation, 2(2), 27-34. https://doi.org/10.11648/j.innov.20210202.12

Copy | Download

ACS Style

Lucas Palacios Liberato. Teaching Practice as the Basic Nucleus of Research, Innovation and Professional Skills. Innovation. 2021, 2(2), 27-34. doi: 10.11648/j.innov.20210202.12

Copy | Download

AMA Style

Lucas Palacios Liberato. Teaching Practice as the Basic Nucleus of Research, Innovation and Professional Skills. Innovation. 2021;2(2):27-34. doi: 10.11648/j.innov.20210202.12

Copy | Download

@article{10.11648/j.innov.20210202.12,
  author = {Lucas Palacios Liberato},
  title = {Teaching Practice as the Basic Nucleus of Research, Innovation and Professional Skills},
  journal = {Innovation},
  volume = {2},
  number = {2},
  pages = {27-34},
  doi = {10.11648/j.innov.20210202.12},
  url = {https://doi.org/10.11648/j.innov.20210202.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.innov.20210202.12},
  abstract = {The pedagogical practice or pre-professional practice in teacher training, constitutes the ideal and necessary basic nucleus in the development of educational research, pedagogical innovation and professional competences, since through practice these are integrated into a single process pedagogical, since it allows the research to be carried out as part of the teaching activity, in such a way that the educational activity is constituted in the real and concrete object of study, simultaneously the teaching practice as creative development is constituted in a singular form of pedagogical innovation by the teacher or practitioner, who applies the theory of education to real events, in the classroom or school; Thus, jointly, research and innovation are part of the development of the professional competences of the future teacher and / or perfect the teacher's abilities in the exercise of their pedagogical work; in such a way that, the strategies, methods and / or techniques of the teaching activity are at the same time strategies, methods and / or techniques of pedagogical innovation and research instruments, as pedagogical innovation is constituted in the test model or test, as a process of "experimentation"; the class, the lesson or the pedagogical activity of the teacher are constituted in the research laboratory. The purpose of this document is to describe and illustrate this singular phenomenon, about how research, innovation and professional competences are articulated through pre-professional teaching practice.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Teaching Practice as the Basic Nucleus of Research, Innovation and Professional Skills
AU  - Lucas Palacios Liberato
Y1  - 2021/08/18
PY  - 2021
N1  - https://doi.org/10.11648/j.innov.20210202.12
DO  - 10.11648/j.innov.20210202.12
T2  - Innovation
JF  - Innovation
JO  - Innovation
SP  - 27
EP  - 34
PB  - Science Publishing Group
SN  - 2994-7138
UR  - https://doi.org/10.11648/j.innov.20210202.12
AB  - The pedagogical practice or pre-professional practice in teacher training, constitutes the ideal and necessary basic nucleus in the development of educational research, pedagogical innovation and professional competences, since through practice these are integrated into a single process pedagogical, since it allows the research to be carried out as part of the teaching activity, in such a way that the educational activity is constituted in the real and concrete object of study, simultaneously the teaching practice as creative development is constituted in a singular form of pedagogical innovation by the teacher or practitioner, who applies the theory of education to real events, in the classroom or school; Thus, jointly, research and innovation are part of the development of the professional competences of the future teacher and / or perfect the teacher's abilities in the exercise of their pedagogical work; in such a way that, the strategies, methods and / or techniques of the teaching activity are at the same time strategies, methods and / or techniques of pedagogical innovation and research instruments, as pedagogical innovation is constituted in the test model or test, as a process of "experimentation"; the class, the lesson or the pedagogical activity of the teacher are constituted in the research laboratory. The purpose of this document is to describe and illustrate this singular phenomenon, about how research, innovation and professional competences are articulated through pre-professional teaching practice.
VL  - 2
IS  - 2
ER  -

Copy | Download