La evaluación de los procesos de pensamiento de los maestros en contextos urbanos: un estudio de caso en escuelas primarias de Guatemala


La investigación sobre los procesos de pensamiento del profesor es alarmantemente escasa en el mundo desarrollado. Este estudio de caso aborda esta importante necesidad evaluando las cogniciones de tres profesores con experiencia y otros tres novatos en colegios urbanos de Primaria en la ciudad de Guatemala. Este estudio de caso pretendió discernir (a) las diferencias en las cogniciones de estos grupos de profesores, (b) el vínculo entre las cogniciones del profesor y sus prácticas instruccionales, y (c) el impacto del pensamiento y las variables de profesor sobre los niveles de implicación de los alumnos. Fueron evaluadas las atribuciones del profesor sobre el fracaso de los alumnos, el pensamiento interactivo del profesor, las practicas instruccionales de los docentes y la implicación de los alumnos. Aunque distintos patrones de pensamiento del profesor fueron identificados en estos dos grupos de profesores, las diferencias en sus estilos de enseñanza y los resultados de los alumnos no fueron identificadas hasta que estos datos fueron analizados en los contextos en los que los variables cognitivas fueron registradas. Los argumentos relacionados con las fases del desarrollo profesional del profesorado y con los contextos de escuelas urbanas son empleados para discutir las recomendaciones y sus implicaciones.

Palabras clave

Profesores; cognición; pensamientos; desarrollo profesional

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