La formation de formateurs: identité et professionnalisation. Une analyse a travers un modele systemique sui generis "The Three Dimensional Spiral of Sens"

Autores
Aparicio, Miriam Teresita
Año de publicación
2018
Idioma
francés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
In this paper, we deal with the historical-social situation of teacher education in Argentina and those aspects which have led to a so-called “weakened identity” of this education system and of teachers themselves. This allows us to analyze the self-sustained movement between the macrosocial, meso-organizational and microindividual dimensions; feedback that is the base of the author’s systemic model sui generis entitled « The Three Dimensional Spiral of Sense » (The Three Dimensional Spiral of Sense, 2015). This analysis is based on the results of more than thirty years of research in the field with different populations. Here, we first highlight some decisive historical events related to teacher education – inspired by the French system – with their gray areas which are linked to weakened identity at the structural and meso-organizational levels. Secondly, we make reference to the results of the latest French-Argentine comparative study (2014-2016), carried out with teachers from IUFM. Our research has been particularly qualitative and uses the technique of hierarchical evocation, among others. With this technique, we have been able to observe which social representations shared by French and Argentine teachers are at the heart of the issue (nodes) and which are peripheral, that is, less important. We have distinguished many dimensions, categories and sub-categories inside each node. The similarities and differences found illustrate the influence or impact of the macro level – socioeconomic and political – on the meso-institutional and micro levels: conceptions and pathways of PhDs and social factors/pathways to their identities and level of professionalization
In this paper, we deal with the historical-social situation of teacher education in Argentina and those aspects which have led to a so-called “weakened identity” of this education system and of teachers themselves. This allows us to analyze the self-sustained movement between the macrosocial, meso-organizational and microindividual dimensions; feedback that is the base of the author’s systemic model sui generis entitled « The Three Dimensional Spiral of Sense » (The Three Dimensional Spiral of Sense, 2015). This analysis is based on the results of more than thirty years of research in the field with different populations. Here, we first highlight some decisive historical events related to teacher education – inspired by the French system – with their gray areas which are linked to weakened identity at the structural and meso-organizational levels. Secondly, we make reference to the results of the latest French-Argentine comparative study (2014-2016), carried out with teachers from IUFM. Our research has been particularly qualitative and uses the technique of hierarchical evocation, among others. With this technique, we have been able to observe which social representations shared by French and Argentine teachers are at the heart of the issue (nodes) and which are peripheral, that is, less important. We have distinguished many dimensions, categories and sub-categories inside each node. The similarities and differences found illustrate the influence or impact of the macro level – socioeconomic and political – on the meso-institutional and micro levels: conceptions and pathways of PhDs and social factors/pathways to their identities and level of professionalization.
Fil: Aparicio, Miriam Teresita. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza; Argentina. Universidad Nacional de Cuyo; Argentina
Materia
IDENTITY
TEACHERS
DEMANDS
NEW PARADIGM
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/92666

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spelling La formation de formateurs: identité et professionnalisation. Une analyse a travers un modele systemique sui generis "The Three Dimensional Spiral of Sens"Educating educators: identity and professionalization. An analysis based on the systemic model sui generis "the three dimensional spiral of sense"Aparicio, Miriam TeresitaIDENTITYTEACHERSDEMANDSNEW PARADIGMhttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5In this paper, we deal with the historical-social situation of teacher education in Argentina and those aspects which have led to a so-called “weakened identity” of this education system and of teachers themselves. This allows us to analyze the self-sustained movement between the macrosocial, meso-organizational and microindividual dimensions; feedback that is the base of the author’s systemic model sui generis entitled « The Three Dimensional Spiral of Sense » (The Three Dimensional Spiral of Sense, 2015). This analysis is based on the results of more than thirty years of research in the field with different populations. Here, we first highlight some decisive historical events related to teacher education – inspired by the French system – with their gray areas which are linked to weakened identity at the structural and meso-organizational levels. Secondly, we make reference to the results of the latest French-Argentine comparative study (2014-2016), carried out with teachers from IUFM. Our research has been particularly qualitative and uses the technique of hierarchical evocation, among others. With this technique, we have been able to observe which social representations shared by French and Argentine teachers are at the heart of the issue (nodes) and which are peripheral, that is, less important. We have distinguished many dimensions, categories and sub-categories inside each node. The similarities and differences found illustrate the influence or impact of the macro level – socioeconomic and political – on the meso-institutional and micro levels: conceptions and pathways of PhDs and social factors/pathways to their identities and level of professionalizationIn this paper, we deal with the historical-social situation of teacher education in Argentina and those aspects which have led to a so-called “weakened identity” of this education system and of teachers themselves. This allows us to analyze the self-sustained movement between the macrosocial, meso-organizational and microindividual dimensions; feedback that is the base of the author’s systemic model sui generis entitled « The Three Dimensional Spiral of Sense » (The Three Dimensional Spiral of Sense, 2015). This analysis is based on the results of more than thirty years of research in the field with different populations. Here, we first highlight some decisive historical events related to teacher education – inspired by the French system – with their gray areas which are linked to weakened identity at the structural and meso-organizational levels. Secondly, we make reference to the results of the latest French-Argentine comparative study (2014-2016), carried out with teachers from IUFM. Our research has been particularly qualitative and uses the technique of hierarchical evocation, among others. With this technique, we have been able to observe which social representations shared by French and Argentine teachers are at the heart of the issue (nodes) and which are peripheral, that is, less important. We have distinguished many dimensions, categories and sub-categories inside each node. The similarities and differences found illustrate the influence or impact of the macro level – socioeconomic and political – on the meso-institutional and micro levels: conceptions and pathways of PhDs and social factors/pathways to their identities and level of professionalization.Fil: Aparicio, Miriam Teresita. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza; Argentina. Universidad Nacional de Cuyo; ArgentinaEuropean Union for Systemics2018-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/92666Aparicio, Miriam Teresita; La formation de formateurs: identité et professionnalisation. Une analyse a travers un modele systemique sui generis "The Three Dimensional Spiral of Sens"; European Union for Systemics; Acta Europeana Systemica; 7; 3-2018; 1-112225-9627CONICET DigitalCONICETfrainfo:eu-repo/semantics/altIdentifier/url/http://aes.ues-eus.eu/aes2017/aes7-02_Aparicio-Miriam.pdfinfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-nd/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T09:55:03Zoai:ri.conicet.gov.ar:11336/92666instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-29 09:55:04.029CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv La formation de formateurs: identité et professionnalisation. Une analyse a travers un modele systemique sui generis "The Three Dimensional Spiral of Sens"
Educating educators: identity and professionalization. An analysis based on the systemic model sui generis "the three dimensional spiral of sense"
title La formation de formateurs: identité et professionnalisation. Une analyse a travers un modele systemique sui generis "The Three Dimensional Spiral of Sens"
spellingShingle La formation de formateurs: identité et professionnalisation. Une analyse a travers un modele systemique sui generis "The Three Dimensional Spiral of Sens"
Aparicio, Miriam Teresita
IDENTITY
TEACHERS
DEMANDS
NEW PARADIGM
title_short La formation de formateurs: identité et professionnalisation. Une analyse a travers un modele systemique sui generis "The Three Dimensional Spiral of Sens"
title_full La formation de formateurs: identité et professionnalisation. Une analyse a travers un modele systemique sui generis "The Three Dimensional Spiral of Sens"
title_fullStr La formation de formateurs: identité et professionnalisation. Une analyse a travers un modele systemique sui generis "The Three Dimensional Spiral of Sens"
title_full_unstemmed La formation de formateurs: identité et professionnalisation. Une analyse a travers un modele systemique sui generis "The Three Dimensional Spiral of Sens"
title_sort La formation de formateurs: identité et professionnalisation. Une analyse a travers un modele systemique sui generis "The Three Dimensional Spiral of Sens"
dc.creator.none.fl_str_mv Aparicio, Miriam Teresita
author Aparicio, Miriam Teresita
author_facet Aparicio, Miriam Teresita
author_role author
dc.subject.none.fl_str_mv IDENTITY
TEACHERS
DEMANDS
NEW PARADIGM
topic IDENTITY
TEACHERS
DEMANDS
NEW PARADIGM
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.3
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv In this paper, we deal with the historical-social situation of teacher education in Argentina and those aspects which have led to a so-called “weakened identity” of this education system and of teachers themselves. This allows us to analyze the self-sustained movement between the macrosocial, meso-organizational and microindividual dimensions; feedback that is the base of the author’s systemic model sui generis entitled « The Three Dimensional Spiral of Sense » (The Three Dimensional Spiral of Sense, 2015). This analysis is based on the results of more than thirty years of research in the field with different populations. Here, we first highlight some decisive historical events related to teacher education – inspired by the French system – with their gray areas which are linked to weakened identity at the structural and meso-organizational levels. Secondly, we make reference to the results of the latest French-Argentine comparative study (2014-2016), carried out with teachers from IUFM. Our research has been particularly qualitative and uses the technique of hierarchical evocation, among others. With this technique, we have been able to observe which social representations shared by French and Argentine teachers are at the heart of the issue (nodes) and which are peripheral, that is, less important. We have distinguished many dimensions, categories and sub-categories inside each node. The similarities and differences found illustrate the influence or impact of the macro level – socioeconomic and political – on the meso-institutional and micro levels: conceptions and pathways of PhDs and social factors/pathways to their identities and level of professionalization
In this paper, we deal with the historical-social situation of teacher education in Argentina and those aspects which have led to a so-called “weakened identity” of this education system and of teachers themselves. This allows us to analyze the self-sustained movement between the macrosocial, meso-organizational and microindividual dimensions; feedback that is the base of the author’s systemic model sui generis entitled « The Three Dimensional Spiral of Sense » (The Three Dimensional Spiral of Sense, 2015). This analysis is based on the results of more than thirty years of research in the field with different populations. Here, we first highlight some decisive historical events related to teacher education – inspired by the French system – with their gray areas which are linked to weakened identity at the structural and meso-organizational levels. Secondly, we make reference to the results of the latest French-Argentine comparative study (2014-2016), carried out with teachers from IUFM. Our research has been particularly qualitative and uses the technique of hierarchical evocation, among others. With this technique, we have been able to observe which social representations shared by French and Argentine teachers are at the heart of the issue (nodes) and which are peripheral, that is, less important. We have distinguished many dimensions, categories and sub-categories inside each node. The similarities and differences found illustrate the influence or impact of the macro level – socioeconomic and political – on the meso-institutional and micro levels: conceptions and pathways of PhDs and social factors/pathways to their identities and level of professionalization.
Fil: Aparicio, Miriam Teresita. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza; Argentina. Universidad Nacional de Cuyo; Argentina
description In this paper, we deal with the historical-social situation of teacher education in Argentina and those aspects which have led to a so-called “weakened identity” of this education system and of teachers themselves. This allows us to analyze the self-sustained movement between the macrosocial, meso-organizational and microindividual dimensions; feedback that is the base of the author’s systemic model sui generis entitled « The Three Dimensional Spiral of Sense » (The Three Dimensional Spiral of Sense, 2015). This analysis is based on the results of more than thirty years of research in the field with different populations. Here, we first highlight some decisive historical events related to teacher education – inspired by the French system – with their gray areas which are linked to weakened identity at the structural and meso-organizational levels. Secondly, we make reference to the results of the latest French-Argentine comparative study (2014-2016), carried out with teachers from IUFM. Our research has been particularly qualitative and uses the technique of hierarchical evocation, among others. With this technique, we have been able to observe which social representations shared by French and Argentine teachers are at the heart of the issue (nodes) and which are peripheral, that is, less important. We have distinguished many dimensions, categories and sub-categories inside each node. The similarities and differences found illustrate the influence or impact of the macro level – socioeconomic and political – on the meso-institutional and micro levels: conceptions and pathways of PhDs and social factors/pathways to their identities and level of professionalization
publishDate 2018
dc.date.none.fl_str_mv 2018-03
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/92666
Aparicio, Miriam Teresita; La formation de formateurs: identité et professionnalisation. Une analyse a travers un modele systemique sui generis "The Three Dimensional Spiral of Sens"; European Union for Systemics; Acta Europeana Systemica; 7; 3-2018; 1-11
2225-9627
CONICET Digital
CONICET
url http://hdl.handle.net/11336/92666
identifier_str_mv Aparicio, Miriam Teresita; La formation de formateurs: identité et professionnalisation. Une analyse a travers un modele systemique sui generis "The Three Dimensional Spiral of Sens"; European Union for Systemics; Acta Europeana Systemica; 7; 3-2018; 1-11
2225-9627
CONICET Digital
CONICET
dc.language.none.fl_str_mv fra
language fra
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/http://aes.ues-eus.eu/aes2017/aes7-02_Aparicio-Miriam.pdf
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
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eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
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dc.publisher.none.fl_str_mv European Union for Systemics
publisher.none.fl_str_mv European Union for Systemics
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
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reponame_str CONICET Digital (CONICET)
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instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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