This paper presents an investigation whose objective was to analyze the practices and meanings of pedagogy in three groups of Colombian teacher researchers: pedagogues, community educators, and chemistry teachers. The methodology employed corresponded to a two-year ethnography, in which participant observation, in-depth interviews, and documentary analysis were carried out. The results show substantial differences in investigating and understanding pedagogy in each group, influenced by the history of the Colombian teaching profession. Although each perspective contributes relevant elements to understanding educational processes, the absence of dialogue between them limits the possibility of a more holistic vision that accounts for their intrinsic diversity. It is concluded that the fragmentation of pedagogy, far from being only a consequence of the diversity of approaches, also responds to disputes over academic and professional legitimacy.
Students in rural schools show more difficulties in their social and individual development when compared to urban student, and educational innovations tend to be effective strategies to overcome these challenges. This article explores the results of implementing an innovative version of peer-tutoring, which is defined by five differentiating components that seeks individual student development and their school. Using a sample of 530 students and a multilevel model, this article estimates the relationship between the frequency of implementation of the components of the tutoring strategy and the academic self-efficacy, at student and school levels. Findings show that there is a positive and significant relationship between the frequency to which students implement tutoring and the academic self-efficacy they show at the end of the implementation, when controlling for sex, age, and schools’ base level academic self-efficacy. At the school level, findings suggest a significative relationship between average academic self-efficacy and the general practice of this peer tutoring strategy. The article further discusses implications of this peer-tutoring strategy for students’ self-efficacy and the effectiveness of educational innovations to affect students’ development.
The democratization of higher education in Latin America has facilitated the development of writing centers that provide peer tutoring to enhance student inclusion. However, there is a paucity of evidence regarding the interactions and didactic strategies employed in these settings to give feedback, specifically in terms of instructional, cognitive, or motivational approaches. In this context, the present research aimed to analyze the didactic strategies implemented by three tutors with varying levels of experience in online tutoring, to ascertain how they promote the development of writing processes. To achieve this, a multiple case study was conducted involving three tutors, and a content analysis of 16 tutoring sessions was performed based on the strategies utilized. Among the findings, we observed a predominance of cognitive strategies and an emphasis on the student’s process; however, the novice tutor exhibited a greater use of instructional strategies and fewer motivational techniques, focusing more on the text itself. In contrast, the experienced tutor provided more opportunities for reflection and dialogue, thereby fostering the autonomy and identity of the tutee. Based on these results, we propose that enhanced training for tutors, particularly from those with more experience, could contribute to the development of students’ voices and thus promote greater equity.
This article presents a methodological proposal for observation in non-school educational contexts, developed from an experience of participant observation in the Young Apprentice extension project at a university in Rio Grande do Sul (Brazil). Combining knowledge from Visual Anthropology, Socioanthropology, and Psychoanalysis, the methodology articulates three dimensions: seeing, listening, and narrating. The “seeing” dimension explores the implicated gaze in the investigative process; the “listening” dimension highlights attentive listening to the subjects; and the “narrating” dimension involves constructing a narrative from the lived experience in the field. The results indicate that this interdisciplinary methodological approach provides significant insights for understanding non-school educational processes, promoting a sensitive and integrated investigative practice. The proposal stands out by enabling a dense and meaningful analysis, where seeing, listening, and narrating intertwine throughout the research, paving the way for new flexible methodological approaches adaptable to different contexts. Furthermore, it contributes to the advancement of qualitative methodologies, expanding investigative possibilities in diverse educational contexts, especially in non-school education, where interdisciplinary investigative practices are urgently needed.
This is a bilingual (English/Spanish) scoping literature review that aims to identify and describe empirical studies on the professionalism of teacher educators in higher education institutions in Spanish-speaking Latin America (2009–2023). Following the standard methodological framework for these reviews (defining the question, systematically searching databases, selecting studies using explicit criteria, extracting data and conducting descriptive and thematic synthesis), 46 studies were analysed. The results identify three central dimensions of teacher educators’ professionalism: behavioural, attitudinal, and intellectual, as well as highlighting pedagogical, collaborative, communicative, ethical, and emotional characteristics. In addition, structural and cultural aspects of the work environment, along with the teacher educator’s own agency, are recognised as conditions that complicate their professionalism, requiring it to be understood as a contextual and dynamic process. To this end, and as the main contribution of the study, the Situated Professionalism Model is proposed as a conceptual framework for examining teacher educators’ professionalism across the multiple contexts in which it is configured.
