Quineche Daniel Meza
Lima, April 11, 2010
Any educational reform has to be done with the active participation of teachers. A very peculiar understanding of this maxim has led to educational policy (Better teachers, better students) in the recent period, to submit to assessments both in-service teachers and those who aspire to pursue studies teachers', citing the on the note fourteen. This measure in practice has brought the closure of the Higher Pedagogical Institutes and the growth of the Faculties of Education. But the end of this policy has been to equip teachers and collegiate career in a job market asymmetrically competitive with those in other non-teaching careers. The latter measure can only be explained as a "lifeline" to the mass unemployment of academics from other races, the result of chaos in the qualification of human resources and the dominant economic model and reductionist conception of education enough to know materials for teaching. Just as there is enough to know the human anatomy to be a good surgeon, it is not enough to know biology to make a student learn biology.
For several decades, from the same field as teachers, have been searching and trying alternatives involve more teachers in the process of education reform. I speak of involvement or commitment rather as an alternative and the alternative distance under recurrent training or evaluation.
This commitment is explicit and can be taken if and only if "emerges from within, from the teachers themselves. The commitment is not the result of an imposition.
In this search to a specific demand for a teachers training center, a small group of teachers decided to organize and implement a unique workshops aimed at teachers training teachers and then we extend to teachers in schools . The experiment began on Saturday March 18, 1995 at 3 pm in Bagua Grande (Amazonas).
The workshop was proposed as follows: To promote among the participants to discover their institutional identity and role of teacher, integrating and organizing to assume the fulfillment of common goals.
The workshop was organized around three main directions. The axes organizers were:
- Know Thyself (Who am I, who are we?)
- Meet the others (With whom we work and what common goals we have?)
- Meet the world (How tools theoretical and methodological we have to improve our work?).
Each axis resulted in a block of work. The blocks were:
- In the first area addressed or block the identity and self esteem.
- In the second area addressed or block the communication, integration and organization.
- In the third line or block is worked the main difficulties that arise in everyday classrooms.
In general, the workshop was conducted through the following methodological route:
- Introduction of participants
-
Organising groups - First Task (integrated, organized and perceived)
- Second task (find its institutional identity)
- Third task (address creatively solving a problem common pedagogical)
- Final reflection and commitments.
- Evaluation of the workshop.
In each step of this route is resorted to using participatory techniques. For example:
- Introduction of participants: Find your half.
- Organising groups: the zoo.
- First Task (integrated, organized and perceived): The statues and communication.
- Second task (find its institutional identity): The acronym and the dramatization
- Third Task (creatively address the solution of a common educational problem): Meta plan.
- Final reflections and commitments: The Wall and the warriors.
- Workshop Evaluation: The concentric circles.
The workshop lasted two days, 3 hours and was conducted by two teachers.
The testimony of teachers who participated in these workshops gave us the great satisfaction that we had a fairly close to achieving the objective. Also let us suggestions for improvements, and new topics to address with a dynamic organization and teaching similar to that used in this workshop.
organization and participation in these workshops certainly changed both our vision education and strengthened our social commitment to it as the teachers' own partipantes. Many of them are educational leaders in their communities.
Responding to the needs of colleagues will always be a pleasant experience that we will continue.
Sea is also a good opportunity to thank all my fellow teachers who trusted me, helped and supported me in realizing this experience.
For several decades, from the same field as teachers, have been searching and trying alternatives involve more teachers in the process of education reform. I speak of involvement or commitment rather as an alternative and the alternative distance under recurrent training or evaluation.
This commitment is explicit and can be taken if and only if "emerges from within, from the teachers themselves. The commitment is not the result of an imposition.
In this search to a specific demand for a teachers training center, a small group of teachers decided to organize and implement a unique workshops aimed at teachers training teachers and then we extend to teachers in schools . The experiment began on Saturday March 18, 1995 at 3 pm in Bagua Grande (Amazonas).
The workshop was proposed as follows: To promote among the participants to discover their institutional identity and role of teacher, integrating and organizing to assume the fulfillment of common goals.
The workshop was organized around three main directions. The axes organizers were:
- Know Thyself (Who am I, who are we?)
- Meet the others (With whom we work and what common goals we have?)
- Meet the world (How tools theoretical and methodological we have to improve our work?).
Each axis resulted in a block of work. The blocks were:
- In the first area addressed or block the identity and self esteem.
- In the second area addressed or block the communication, integration and organization.
- In the third line or block is worked the main difficulties that arise in everyday classrooms.
In general, the workshop was conducted through the following methodological route:
- Introduction of participants
-
Organising groups - First Task (integrated, organized and perceived)
- Second task (find its institutional identity)
- Third task (address creatively solving a problem common pedagogical)
- Final reflection and commitments.
- Evaluation of the workshop.
In each step of this route is resorted to using participatory techniques. For example:
- Introduction of participants: Find your half.
- Organising groups: the zoo.
- First Task (integrated, organized and perceived): The statues and communication.
- Second task (find its institutional identity): The acronym and the dramatization
- Third Task (creatively address the solution of a common educational problem): Meta plan.
- Final reflections and commitments: The Wall and the warriors.
- Workshop Evaluation: The concentric circles.
The workshop lasted two days, 3 hours and was conducted by two teachers.
The testimony of teachers who participated in these workshops gave us the great satisfaction that we had a fairly close to achieving the objective. Also let us suggestions for improvements, and new topics to address with a dynamic organization and teaching similar to that used in this workshop.
organization and participation in these workshops certainly changed both our vision education and strengthened our social commitment to it as the teachers' own partipantes. Many of them are educational leaders in their communities.
Responding to the needs of colleagues will always be a pleasant experience that we will continue.
Sea is also a good opportunity to thank all my fellow teachers who trusted me, helped and supported me in realizing this experience.
