THE ROLE OF EXPERIENCE IN LEARNING TEACHING PROFESSION: A LITERATURE REVIEW

Detalhes bibliográficos
Autor(a) principal: Masse-Lamarche, Marie-Hélène
Data de Publicação: 2022
Outros Autores: Nunez-Moscoso, Javier, Núéz-Díaz, Catalina
Tipo de documento: preprint
Idioma: spa
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/5050
Resumo: This article questions the role of experience in a pre-service teacher education practicum context. Although studied for several decades, experiential learning still has several gray areas. In order to shed light on the phenomenon, a literature review was conducted on scientific writings produced in the educational domain between 2000 and 2021. Three thematic categories emerged from a meta-analysis on experiential learning (framework, foundations and organizers, and knowledge), allowing a global understanding of its role and its limits, of its foundations, organizers and the training devices that frame it, and finally, of the nature of its product which is experiential knowledge.
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spelling THE ROLE OF EXPERIENCE IN LEARNING TEACHING PROFESSION: A LITERATURE REVIEWEL ROL DE LA EXPERIENCIA EN EL APRENDIZAJE DE LA PROFESIÓN DOCENTE: UNA REVISIÓN DE LA LITERATURAO PAPEL DA EXPERIÊNCIA NA APRENDIZAGEM NA PROFISSÃO DOCENTE: UMA REVISÃO DA LITERATURAaprendizagem experiencialconhecimento experiencialformação inicial de professorespracticumexperiential learningexperiential knowledgepracticumpre-service teacher educationaprendizaje experiencialsaber experiencialformación inicial docentepracticumThis article questions the role of experience in a pre-service teacher education practicum context. Although studied for several decades, experiential learning still has several gray areas. In order to shed light on the phenomenon, a literature review was conducted on scientific writings produced in the educational domain between 2000 and 2021. Three thematic categories emerged from a meta-analysis on experiential learning (framework, foundations and organizers, and knowledge), allowing a global understanding of its role and its limits, of its foundations, organizers and the training devices that frame it, and finally, of the nature of its product which is experiential knowledge.Este artículo cuestiona el rol de la experiencia en contexto de la formación práctica de la profesión docente. Aunque se ha estudiado durante varias décadas, el aprendizaje experiencial todavía tiene varias áreas grises. Para arrojar luz en este tema, se realizó una revisión de los escritos científicos producidos en educación entre 2000 y 2021. De un meta-análisis surgieron tres categorías temáticas del aprendizaje experiencial (marcos, fundamentos y organizadores y saberes emanados) que permiten una comprensión global de su rol y sus límites, de sus fundamentos, organizadores y dispositivos de formación que lo fomentan y, finalmente, de los saberes que emanan del conjunto de los procesos.Este artigo questiona o papel da aprendizagem experimental no contexto da formação prática de professores. Embora estudada durante várias décadas, a aprendizagem experimental ainda tem várias áreas de indefinição. Para esclarecer esta questão, foi realizada uma revisão dos escritos científicos produzidos na educação entre 2000 e 2021. Uma meta-análise revelou três categorias temáticas de aprendizagem experimental (quadros, fundações e organizadores, e conhecimentos emanados) que permitem uma compreensão global do seu papel e dos seus limites, das suas fundações, organizadores e dispositivos de formação que a promovem, e finalmente, do conhecimento que emana dos processos como um todo.SciELO PreprintsSciELO PreprintsSciELO Preprints2022-11-22info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/505010.1590/SciELOPreprints.5050spahttps://preprints.scielo.org/index.php/scielo/article/view/5050/9827Copyright (c) 2022 Marie-Hélène Masse-Lamarche, Javier Nunez-Moscoso, Catalina Núéz-Díazhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMasse-Lamarche, Marie-HélèneNunez-Moscoso, JavierNúéz-Díaz, Catalinareponame:SciELO Preprintsinstname:SciELOinstacron:SCI2022-11-10T12:14:19Zoai:ops.preprints.scielo.org:preprint/5050Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2022-11-10T12:14:19SciELO Preprints - SciELOfalse
dc.title.none.fl_str_mv THE ROLE OF EXPERIENCE IN LEARNING TEACHING PROFESSION: A LITERATURE REVIEW
EL ROL DE LA EXPERIENCIA EN EL APRENDIZAJE DE LA PROFESIÓN DOCENTE: UNA REVISIÓN DE LA LITERATURA
O PAPEL DA EXPERIÊNCIA NA APRENDIZAGEM NA PROFISSÃO DOCENTE: UMA REVISÃO DA LITERATURA
title THE ROLE OF EXPERIENCE IN LEARNING TEACHING PROFESSION: A LITERATURE REVIEW
spellingShingle THE ROLE OF EXPERIENCE IN LEARNING TEACHING PROFESSION: A LITERATURE REVIEW
Masse-Lamarche, Marie-Hélène
aprendizagem experiencial
conhecimento experiencial
formação inicial de professores
practicum
experiential learning
experiential knowledge
practicum
pre-service teacher education
aprendizaje experiencial
saber experiencial
formación inicial docente
practicum
title_short THE ROLE OF EXPERIENCE IN LEARNING TEACHING PROFESSION: A LITERATURE REVIEW
title_full THE ROLE OF EXPERIENCE IN LEARNING TEACHING PROFESSION: A LITERATURE REVIEW
title_fullStr THE ROLE OF EXPERIENCE IN LEARNING TEACHING PROFESSION: A LITERATURE REVIEW
title_full_unstemmed THE ROLE OF EXPERIENCE IN LEARNING TEACHING PROFESSION: A LITERATURE REVIEW
title_sort THE ROLE OF EXPERIENCE IN LEARNING TEACHING PROFESSION: A LITERATURE REVIEW
author Masse-Lamarche, Marie-Hélène
author_facet Masse-Lamarche, Marie-Hélène
Nunez-Moscoso, Javier
Núéz-Díaz, Catalina
author_role author
author2 Nunez-Moscoso, Javier
Núéz-Díaz, Catalina
author2_role author
author
dc.contributor.author.fl_str_mv Masse-Lamarche, Marie-Hélène
Nunez-Moscoso, Javier
Núéz-Díaz, Catalina
dc.subject.por.fl_str_mv aprendizagem experiencial
conhecimento experiencial
formação inicial de professores
practicum
experiential learning
experiential knowledge
practicum
pre-service teacher education
aprendizaje experiencial
saber experiencial
formación inicial docente
practicum
topic aprendizagem experiencial
conhecimento experiencial
formação inicial de professores
practicum
experiential learning
experiential knowledge
practicum
pre-service teacher education
aprendizaje experiencial
saber experiencial
formación inicial docente
practicum
description This article questions the role of experience in a pre-service teacher education practicum context. Although studied for several decades, experiential learning still has several gray areas. In order to shed light on the phenomenon, a literature review was conducted on scientific writings produced in the educational domain between 2000 and 2021. Three thematic categories emerged from a meta-analysis on experiential learning (framework, foundations and organizers, and knowledge), allowing a global understanding of its role and its limits, of its foundations, organizers and the training devices that frame it, and finally, of the nature of its product which is experiential knowledge.
publishDate 2022
dc.date.none.fl_str_mv 2022-11-22
dc.type.driver.fl_str_mv info:eu-repo/semantics/preprint
info:eu-repo/semantics/publishedVersion
format preprint
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/5050
10.1590/SciELOPreprints.5050
url https://preprints.scielo.org/index.php/scielo/preprint/view/5050
identifier_str_mv 10.1590/SciELOPreprints.5050
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/5050/9827
dc.rights.driver.fl_str_mv Copyright (c) 2022 Marie-Hélène Masse-Lamarche, Javier Nunez-Moscoso, Catalina Núéz-Díaz
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Marie-Hélène Masse-Lamarche, Javier Nunez-Moscoso, Catalina Núéz-Díaz
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
dc.source.none.fl_str_mv reponame:SciELO Preprints
instname:SciELO
instacron:SCI
instname_str SciELO
instacron_str SCI
institution SCI
reponame_str SciELO Preprints
collection SciELO Preprints
repository.name.fl_str_mv SciELO Preprints - SciELO
repository.mail.fl_str_mv scielo.submission@scielo.org
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