Artículo
Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
Artículo científico o editorial en una publicación periódica académica sujeto a revisión de pares. Cumple con los índices internacionales o bases de datos de amplia cobertura, como el listado del Current Contents, ISI WEB of Knowledge (http://isiknowledge.com/) e índice de revistas mexicanas de CONACYT (www.conacyt.mx/dac/revistas). Éstos indizan y resumen los artículos de revistas seleccionadas, en todas las áreas del saber.
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- The transformative potential of Open Educational Resources for teacher education and practice(Taylor @ Francis Online, 2024-09-30) Cubides Lopez, Sandra Milena; Chiappe, Andres; Ramírez Montoya, María Soledad; https://ror.org/02sqgkj21; https://ror.org/03ayjn504Open educational resources (OER) have significant potential for transforming teacher education in developing countries, yet this remains underexplored. This systematic literature review analyzes 98 articles to understand the impact and innovative prospects of OER’s ‘openness’ attributes on teacher education over the past two decades. While free access to OER is a crucial benefit and contributes to teacher education programmes, effective OER use relies on the proper application of other attributes. Thus, adaptation allows tailoring of materials to specific needs, promoting flexibility and contextualised learning, which are vital for effective teacher education. Free access addresses barriers like the digital divide and ensures content quality and sustainability, enabling equitable access to educational resources. Collaborative practices through OER foster knowledge co-construction and the development of essential 21st-century skills for teachers. The combination of formal and informal learning and remixing enriches teacher education by integrating structured curricula with personalised learning paths. This broader view of ‘openness’ beyond mere access provides insights for reshaping teacher education programmes to be more innovative and responsive to the evolving needs of educators in developing countries. The findings offer guidance for policies and practices to cultivate a new generation of empowered, adaptive teachers through OER integration.
- Feedback as an opportunity to promote lifelong learning in pre-service teachers:a mixed methods study(Frontiers in Education, 2023-09-04) Matsumoto Royo, Kiomi Loreto; Conget, Paulette; Ramírez Montoya, María Soledad; https://ror.org/05wygq130; https://ror.org/05y33vv83; https://ror.org/03ayjn504The aim of this study was to investigate whether, within a practice-based curriculum, feedback on the assessment tasks provided during campus coursework offers opportunities to promote lifelong learning dispositions in pre-service teachers. For this, pre-service teachers (n = 231) completed a validated questionnaire regarding lifelong learning dispositions. Then, feedback from assessment tasks (n = 14) was analyzed to identify claims related to curiosity, motivation, perseverance, and self-regulation of learning. Finally, in-depth interviews were conducted with pre-service teachers (n = 8) to explore their perspectives on feedback and lifelong learning dispositions. Data triangulation was used to confirm and add depth to the findings. Feedback on assessment tasks provided during campus course work promotes lifelong learning dispositions when: (i) tied to authentic tasks, (ii) is provide not only by teacher educators but also by peers, (iii) incorporates both positive and negative comments, along with practical advice. The implication of findings for teacher education is discussed.
- Lifelong learning and metacognition in the assessment of pre-service teachers in practice-based teacher education(Frontiers, 2022-05) Matsumoto Royo, Kiomi; Ramírez Montoya, María Soledad; Glasserman Morales, Leonardo David; Instituto Tecnológico y de Estudios Superiores de Monterrey; Faculty of Education, Universidad del Desarrollo; Institute for the Future of Education; School of Humanities and Education, Tecnologico de MonterreyInitial teacher education should prepare pre-service teachers to develop effective teaching and lifelong learning tendencies. This study aimed to identify the component to consider in pre-service teachers’ assessment processes that promote lifelong learning and develop metacognition skills. For this, it analyzed how the planned and implemented actions by the teacher educators in Practice-based Teacher Education programs promoted metacognition and lifelong learning in the pre-service teachers. The method was a mixed explanatory sequential design. Quantitative and qualitative instruments were applied. Information was obtained from the learning and assessment resources (72 syllabi and 14 assessment tasks) and pre-service teachers’ opinions (survey: n = 231, interviews: n = 8). The findings identified three main components: (i) authentic and relevant assessment tasks, (ii) prior communication of instructions and evaluation criteria, and (iii) frequent performance-focused feedback from peers and teacher educators during and at the end of assignments. The study results can be valuable in teacher education programs to strengthen assessment processes, promote lifelong learning tendencies, and develop metacognitive skills among the teachers in training.
- Opportunities to develop lifelong learning tendencies in practice-based teacher education: Getting Ready for Education 4.0(2021-11-19) Conget, Paulette; Matsumoto Royo, Kiomi; Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de MonterreyEducation 4.0 prepares new generations to develop the skills required to perform in a technological, dynamic, and unpredictable world. The main barrier to implementing Education 4.0 in schools is that teachers have not been trained for it. Given the advances and new resources of the technological field, teacher preparation will be insufficient if it focuses on technological skills but does not incorporate the necessary dispositions for lifelong learning. Universities have the ethicalimperative to update teacher education so teachers can become lifelong learners. The objectiveof this study was to understand whether practice-based curricula offer opportunities to promote lifelong learning tendencies. We used a sequential explanatory method. Quantitative and qualitative instruments were applied to pre-service teachers (survey: n = 231, semi-structured interviews: n = 8), and causal and descriptive approaches were supported by a structural equation model and constant comparative method, respectively. Data triangulation confirmed and added depth to the relationship found. Practice opportunities provided by teacher educators in learning activities and assessment tasks promote curiosity, motivation, perseverance, and self-learning regulation, when they are (i) systematic; (ii) relevant to the classroom work; (iii) presented with clear instructions and effective rubrics; (iv) accompanied with feedback focused on the task, soliciting reflection, and performed by peers and teacher educators in a trustworthy environment. This research may be of value to universities looking to renew their Education 4.0 programs because it shows that practice-based curricula not only transform pre-service teachers into teaching experts but also into lifelong learners
- Core practices in practice-based teacher education: A systematic literature review of its teaching and assessment process(2021-06-10) Ramírez Montoya, María Soledad; Matsumoto Royo, Kiomi; Instituto Tecnológico y de Estudios Superiores de MonterreyThis article presents a systematic review of the literature to identify core practices, teaching strategies and assessment processes used or under development in practice-based teacher education programs. It addresses diverse core practices used in university pedagogy of practice. A finding is that the assessment of students’ learning of core practices remains incipient. Our study contributes to teacher education programs that opt for a practice-based curriculum to further understand teaching and assessment of core practices. This review facilitates progress in constructing common frameworks that support pre-service teachers’ training.