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Creencias y prácticas de los maestros de educación infantil en torno a la organización del espacio escolar

Resumen

En este articulo presentamos una investigación realizada con el objeto de conocer las creencias y prácticas de los maestros en relación con la organización espacial de sus escuelas, y analizar la consistencia entre ambas. Para ello se llevó a cabo un estudio de casos con 12 maestros de niños de 3, 4 y 5 años.

Entre los resultados obtenidos podemos señalar que los docentes comparten algunas creencias, entre las que destaca la importancia que conceden al espacio del aula asi como a la disposición de rincones en ella, sosteniendo, a su vez, concepciones esencialmente personales que les llevan a tomar decisiones con un carácter peculiar e irrepetible. Muestran cierta dificultad para explicar sus creencias, pero no sucede del mismo modo cuando se trata de sus prácticas. Aunque no todos los maestros participan de ello con la misma intensidad, podemos destacar que presentan algunos desajustes entre sus creencias y sus prácticas, situación de la que todos ellos son conscientes.

Sugerimos, a la luz de los datos obtenidos, que seria interesante propiciar procesos de reflexión dirigidos a analizar las propias concepciones y su aplicación en la práctica.

Summary

In this article we present a piece of research whose purpose was to probe into nursery school teachers’ beliefs and practices, insofr as these affect the spatial organisation of their schools areas. An analysis is also made of the influence each has on the other. A case study was undertaken with 12 teachers of 3 to 5 years old children.

In the results obtained, it can be concluded that teachers share certain beliefs. Among these the most salient is the importance practitioners attach to the space in the classroom and how activity centers are positioned. At the same time essentially personal concepts are maintained which lead to decision making of a nature that is both idiosyncratic and non-recurrent. Teachers display a certain hesitation in giving voice to their beliefs, however the same does not apply when practices are being discussed. Although not all the teachers participate to the same extent in airing their views, the study suggests that a certain discrepancy exists between the teachers’ beliefs and practices and that they are wholly aware of this.

Finally, in the light of the data obtained, the study proposes a new examination of procedures reflecting on practice. This would favour a further analysis of the concepts brought to light in the study and their application in practice.

Résumé

Dans cet article, nous présentons une partie de recherche qui propose d’examiner les croyances et les pratiques des instituteurs en relation avec leur effect sur l’organisation de leurs espaces scolaires. Une analyse est aussi faite pour montrer l’influence que chacun a avec l’autre. Une étude de cas est faite avec douze instituteurs d’enfants âgés de trois, quatre et cing ans.

Des résultats obtenus, il faut signaler que les instituteurs partagent certaines convictions, parmi lesquelles se détache l[importance de léspace dans leur classe de même que la répartition de ses différents coins. Ils ont, de même, des conceptions essentiellement personnelles qui les conduisent à prendre des décisions de caractére particulier et non récurrent. Ils montrent une certaine hésitation à expliquer leurs croyances ce qui n’est pas le cas quand il s’agit de discuter de leurs pratiques. Même si tous les instituteurs ne s’impliquent pas avec la même intensité, on peut souligner qu’il existe un certain décalage entre leurs convictions et leur pratiques; situation dont ils sont tous conscients.

A la lumiére de ces données nous pensons qu’il serait intéressant d’initier un processus de réflexion orienté vers l’analyse de ces conceptions et de leurs mises en pratique.

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Correspondence to MaPilar Ezquerra Muñoz.

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Ezquerra Muñoz, M. Creencias y prácticas de los maestros de educación infantil en torno a la organización del espacio escolar. IJEC 38, 57–67 (2006). https://doi.org/10.1007/BF03168208

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Palabras clave

  • Organización espacial
  • Pensamiento profesor
  • Creencias y prácticas
  • Educación infantil