Coreografías didácticas institucionales y calidad de la enseñanza

• Autor(a) principal: Beraza, Miguel A. Zabalza
• Data de Publicação: 2019
• Outros Autores: Cerdeiriña, María Ainhoa Zabalza
• Tipo de documento: Artigo
• Idioma: spa
• Título da fonte: Linhas Críticas (Online)
• Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/24586
• topic: Coreografia didática; Ambientes de aprendizagem; Educação superior; Ensino universitário; Processo de ensino-aprendizagem; Coreografía; Ambientes de aprendizaje; Educación Superior; Docencia universitaria; Enseñanza-Aprendizaje; Choreography of Teaching; Learning environments; Higher education; University teaching; Teaching-Learning Processes

Teaching is "the intentional arrangement of situations in which appropriate learning will occur" (Menges, 1997). Based on this principle, many of the views and practices in education have changed the focus, shifting the role of what the teacher said or did to what students do in learning environments, specially prepared to enrich their experience and guide their learning. Choreographies, a metaphor taken from the world of dance (Oser and Baeriswyl, 2001), are part of these new perspectives on teaching. With a simple architecture, the choreographies contain 4 basic components: anticipation, external choreography, internal choreography and product. This article tries to situate the concept of choreography in the context of these new perspectives on university teaching and focuses, above all, on institutional choreography. An analysis model of institutional choreography based on 9 variables is presented: first, the three basic elements of all teaching (teacher, student, content); secondly, others linked to the characteristics of internal organization of the three basic elements of teaching mentioned (relations between teachers, relations between students, relationships between contents); and, finally, three other variables related to the relationship of each of these elements with the other two: relationships between teachers and students; relationships between students and content; relationships between teachers and content.