Moral Responsibility and Confidence as Factors that Influence Teacher Involvement in Educational Change Responsabilidad moral y confianza como factores que influyen en la participación del profesor en el cambio educativo

dc.creator	Cecilio López
dc.date	2010-04-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:15:09Z
dc.date.available	2015-07-20T22:15:09Z
dc.identifier	1657-0790
dc.identifier	https://doaj.org/article/cd0cdb6613a94b5fa6881681ad41d274
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/17423
dc.description	Various factors that are not easily observed have a strong impact on educational change. In this paper, I examine some of the issues that emerged from the data collected while exploring my informants' perceptions and attitudes towards their changing roles when confronted with curriculum innovation. This research demonstrates that the experience teachers acquire during their career may often enable them to participate in the design of a new study plan. However, this experience does not always justify their role as curriculum-designers in either the eyes of their colleagues or in their own eyes, particularly when coerced into playing this or other roles. The results indicate that teachers, depending on their levels of moral responsibility and confidence, become involved in different roles during their teaching career.<br>Existen diversos factores que tienen un fuerte impacto en el cambio educativo y que no se observan fácilmente. En este artículo examino algunos de los temas que emergieron de los datos recogidos mientras exploraba las opiniones y las actitudes de mis informantes hacia sus roles siempre cambiantes cuando se enfrentan a la innovación curricular. Esta investigación demuestra que los profesores, con la experiencia que adquieren durante su carrera, pueden permitirse a menudo participar en el diseño de un nuevo plan de estudios. Sin embargo, para sus colegas o para ellos mismos, esta experiencia no justifica siempre su papel como diseñadotes de un plan de estudios particularmente cuando están obligados a jugar este u otros roles. Los resultados indican que los profesores se involucran en diversos roles durante su carrera como profesores, dependiendo de sus niveles de responsabilidad moral y de confianza.
dc.language	English
dc.publisher	Departamento de Lenguas Extranjeras, Universidad Nacional de Colombia.
dc.relation	http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-07902010000100005
dc.relation	https://doaj.org/toc/1657-0790
dc.rights	CC BY
dc.source	Profile Issues in Teachers' Professional Development, Vol 12, Iss 1, Pp 63-78 (2010)
dc.subject	cambio
dc.subject	confianza
dc.subject	currículo
dc.subject	innovación
dc.subject	responsabilidad moral
dc.subject	Change
dc.subject	confidence
dc.subject	curriculum
dc.subject	innovation
dc.subject	moral responsibility
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Moral Responsibility and Confidence as Factors that Influence Teacher Involvement in Educational Change Responsabilidad moral y confianza como factores que influyen en la participación del profesor en el cambio educativo
dc.type	article