LA FORMACIÓN DE PROFESORES CON ÉNFASIS EN LA CREATIVIDAD: UNA PROPUESTA DESDE EL PARADIGMA EMERGENTE.

SOSA PADRÓN, ALIETY (2020) LA FORMACIÓN DE PROFESORES CON ÉNFASIS EN LA CREATIVIDAD: UNA PROPUESTA DESDE EL PARADIGMA EMERGENTE. Maestría thesis, Universidad Autónoma de Chihuahua.

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Resumen

Creativity from the approach of the emerging paradigm is addressed in the present work from the perspective of different theoretical references, incorporating trends and positions that allowed its articulation with complex thinking and reflective practice. And reflective and creative teaching practice is outlined, indicated by the complexity, doubt, change, where values enter into questioning, being adequate for the management of classroom problems. Based on these references us ventures into the collection of information on the reality of the classroom, assuming a socio-critical paradigm. In principle and having as a references the conceptual articulation, a typification of the creative teacher and the design of an observation pattern were arrived at, to venture into the analysis of practice, in accordance with the ethnographic approach, a process through which it allowed the approach to the context, also being complement with techniques such as observation and interview. As main results, emphasis is placed on the strategies and actions implemented by the teachers who participated in the study, as well as various transition elements that account for a recovery of practice an a awareness of reflective performance. It is concluded that, from the integration of these elements, it is feasible to outline a creative training teacher proposal, from the emerging perspective, based on an innovative teaching practice, which integrate dialogue and reflections and breaks with the waterlight contents to go the transdisciplinary articulation for the collegial and harmonious construction of the other possible ways of seeing the practice.

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