Impacto de un enfoque de enseñanza basado en el Partenariado en la identidad profesional de un docente universitario
Enviado: 24-04-2025
|Aceptado: 18-12-2025
|Publicado: 31-12-2025
Derechos de autor 2025 Carles Monereo Font
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
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Palabras clave:
Identidad profesional, Partenariado, docencia universitaria, formación del profesorado, Teoría del yo Dialógico
Agencias de apoyo:
Resumen:
El movimiento de Partnership educativo, traducido por Partenariado en español, se ha desarrollado mucho en la última década, especialmente en las universidades occidentales. Numerosos estudios han señalado las ventajas de convertir a los estudiantes en socios en términos de su compromiso, agencia y colaboración, así como las condiciones que deben considerarse para que este tipo de iniciativas tengan éxito. Sin embargo, el posible impacto de este enfoque en la identidad de los docentes universitarios, especialmente cuando son noveles, apenas ha recibido atención. En el estudio que presentamos, analizamos cuál es el impacto de una experiencia de Partenariado en un docente novel, y cómo se desarrollan sus posiciones identitarias durante un curso académico en el que imparte una asignatura bajo ese enfoque. Para esta investigación aplicamos procedimientos de registro y análisis de carácter cualitativo, como distintos tipos de entrevistas, relatos escritos y el repertorio personal de posiciones de Hermans (2001), contrastando las percepciones del docente con las de sus estudiantes. Los resultados de este análisis de caso longitudinal ofrecen pistas sobre cuáles son las principales incidencias que se deben superar y cómo el partenariado puede actuar como un excelente dispositivo de formación del profesorado universitario, promoviendo nuevas posiciones identitarias.
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