Resumen Se presentan los resultados de una investigación cuyo objetivo es contribuir al desarrollo de prácticas pedagógicas innovadoras mediante la instalación de un laboratorio de experimentación pedagógica (LAP) en una escuela vulnerable en Chile. Siguiendo los principios de la investigación-acción, se realizaron 15 actividades formativas sobre prácticas innovadoras y se instaló una sala especializada. En paralelo, se hicieron entrevistas, grupos focales y evaluaciones de proceso. Los resultados muestran: (1) el potencial del cambio pedagógico; (2) nuevas formas de habitar el espacio de clases; (3) la valoración de la experimentación pedagógica. Se concluye que la innovación debe ser un proyecto de escuela y debe promover una perspectiva amplia para entender el aprendizaje.

Resumo Este texto apresenta os resultados de uma pesquisa cujo objetivo é contribuir para desenvolver práticas pedagógicas inovadoras por meio da instalação de um laboratório de experimentação pedagógica (LAP) em uma escola chilena vulnerável. De acordo com os princípios da pesquisa- -ação, foram realizadas 15 atividades formativas sobre práticas inovadoras e instalou-se uma sala especializada. Paralelamente realizaram-se entrevistas, grupos focais e avaliações de processo. Os resultados mostram o seguinte: (1) o potencial da mudança pedagógica; (2) novas formas de habitar o espaço das classes; (3) a avaliação da experimentação pedagógica. Conclui-se que a inovação deve ser um projeto escolar e deve promover uma ampla perspectiva para entender a aprendizagem.

Résumé Ce travail présente les résultats d’une recherche dont l’objectif est de contribuer au développement de pratiques pédagogiques innovantes grace à l’installation d’un laboratoire d’expérimentation pédagogique (LAP) dans une école chilienne vulnérable. Suivant les principes de la recherche-action, 15 activités de formation concernant les pratiques innovantes ont été menées et une salle spécialisée a été mise en place. En parallèle, des entretiens, des groupes de discussion et des évaluations de processus ont été réalisés. Les résultats montrent que: (1) le potentiel de changement pédagogique; (2) de nouvelles façons de vivre et de penser l’espace de la salle de classe; (3) l’évaluation de l’expérimentation pédagogique. La conclusion est que l’innovation doit être un projet d’école et promouvoir une meilleure compréhension de l’apprentissage.

Abstract This paper presents the results of a research project which aimed to contribute to the development of innovative teaching practices by setting up a teaching experimentation laboratory (LAP) in a vulnerable Chilean school. According to the principles of action research, 15 training activities on innovative practices were carried out and a customized room was set up. Meanwhile, interviews, focus groups and process evaluations were carried out. The results show the following: (1) the potential of pedagogical change; (2) new ways of occupying the classroom space; (3) the evaluation of pedagogical experimentation. The conclusion is that innovation should be a school project and should promote a broad perspective for understanding learning.

Abstract The curricula of many initial teacher training programmes include a range of reflection-oriented activities as a central element of training processes. However, little information is available regarding the structure and organisation of such activities, and especially concerning the ways in which teacher educators should guide reflection. The aim of the present research is to improve understanding of reflection processes through the experiences of 44 future teachers. We adopted a socio-cultural perspective based on the analysis of personal accounts, through which we seek to identify the main subjective experiences associated with activities of this type. The study is guided by three questions: (i) What is the underlying structure of the practice of guided reflection? (ii) What sort of help do teacher educators provide as part of the practical experiences of future teachers? and (iii) What meanings do future teachers construct in regard to their practical experiences? Regarding the first question, results suggest that the structure of experience-oriented workshops is determined by a generalised notion of the importance of reflection within formative processes, but that such activities have yet to be definitively incorporated into teaching methods. In response to the second question, results highlight the importance of dialogue as a means of encouraging reflection. The majority of future teachers indicated that experience workshops tended to involve a broad range of activities based on dialogue with teacher educators, but that these discussions had little to do with their lived experiences in practical contexts. In regard to the third question, results show that meanings associated with teaching practice are determined by three aspects: (a) the type of teaching activity in which future teachers engage; (b) the socio-cultural diversity of these practices; and (c) the need for future teachers to construct professional and personal meanings with which to tackle situations arising during the course of their practice. In summary, the use of subjective experiences as part of reflection-oriented activities should be a subject of particular attention among those researchers interested in initial teacher training. We believe that there is a need for closer examination of how learning experiences can be incorporated into different reflection-oriented activities in the university context. The underlying idea is that reflection on experiences should become the foundation for the construction and development of professional teacher identity, considered the essence that defines the nature and behaviour of a teacher. As such, the results of the present study suggest that we should continue to examine practices in which these experiences are used in order to support the construction of personal and professional meanings.

Resumen Numerosos programas de formación inicial docente han incorporado diversas y variadas actividades de reflexión como un aspecto central de los procesos formativos. Sin embargo, existe poca información sobre cómo se estructuran y organizan este tipo de actividades, pero, sobre todo, cómo los formadores de profesores deben guiar estas prácticas reflexivas. Esta investigación tiene como propósito contribuir a la comprensión de los procesos reflexivos en los que participaron 44 futuros profesores. Adoptamos una perspectiva cualitativa centrada en relatos producidos por medio de entrevistas grupales, cuyo objetivo fue recoger las principales experiencias subjetivas vinculadas a este tipo de actividades. Los resultados sugieren que aunque se utiliza el concepto de reflexión en los programas formativos, no está claro cómo los docentes formadores hacen uso de estas experiencias para guiar estos procesos. Nuestro trabajo considera el uso de las experiencias subjetivas como unidades especialmente útiles para contribuir a los procesos de reflexión de los profesores en formación.

Resumen Este artículo explora las percepciones de docentes universitarios formadores de profesores, frente a su participación en escenas pedagógicas innovadoras experimentadas en sesiones de un laboratorio de aprendizaje (LAR) durante el periodo de un año académico. El enfoque metodológico de la Investigación es de naturaleza cualitativa y se utilizaron tres instrumentos para la recolección de los datos: registros de los diálogos interdisciplinarios, reflexiones de las experiencias de los docentes durante el proceso, y registros de un grupo focal al final del proceso. Los datos obtenidos se analizaron a través del análisis de contenido llegando a una categorización final de tres conceptos. Como resultado de las experiencias innovadoras en LAR, los docentes desarrollaron procesos identitarios que se traducen en tres factores principales: una deconstrucción metodológica, saberes vinculantes, y emocionalidad, siendo este último un aporte a estudios sobre innovación en formación de profesores.

Abstract This article explores teacher educators' perceptions during their participation in innovative pedagogical scenes experienced through a Learning Laboratory (LLab) during an academic year. A qualitative approach was used in the methodological design of the study using three main instruments to collect data: interdisciplinary dialogues, reflections from teachers' experiences during the process, and a Focus Group at the end of the process. Data were analyzed through content analysis reaching a categorization of three main concepts. Results from the teachers' innovative experiences in LLab show that they developed their identity process through three main factors: a methodological breakage, integrated knowledge, and emotionality being this last factor a contribution to research in innovation in teacher education.

Resumo Este artigo explora as perceções dos professores universitários formadores de professores, em relação a a sua participação em cenas pedagógicas inovadoras experimentadas em sessões de um Laboratório de Aprendizagem (LAR) durante o período de um ano letlvo. A abordagem metodológica da Investigação é de natureza qualitativa e foram utilizadas três instrumentos para a recolha de dados: registos de diálogos Interdisciplinares, reflexões provenientes das experiências dos professores durante o processo, bem como os registos de um grupo de foco no final do proceso. Os dados obtidos foram analisados através da análise de conteúdo, atingindo uma categorização final de três conceitos. Como resultado das experiências inovadoras no LAR, os professores desenvolveram processos identitários que se traduzem em três fatores principais: uma desconstrução metodológica, conhecimento vinculativo e emoção, este último sendo um contributo para estudos sobre inovação na formação de professores.