La formación de profesores en los Grados en USA: instantáneas del paisaje


  • Michele DiPietro Kennesaw State University
  • Amy M. Buddie Kennesaw State University


Palabras clave:

Formación de profesores asistentes de Grado, futuros profesores, Certificado de enseñanza, Programa de Documentación


Los EE.UU no tienen una certificación federal en el nivel universitario que ordene una formación pedagógica para la enseñanza en los niveles de grado. Sin embargo, el ámbito de la Formación para los Graduate Assistant (asistentes de Grado) está creciendo en los Estados Unidos y ha producido varios modelos que se ajustan a una variedad de contextos institucionales. Este texto analiza los modelos de formación en tres instituciones: la Universidad Estatal de Kennesaw, la Universidad Carnegie Mellon y la Universidad de Colorado-Boulder. A partir de estos modelos, extrapolamos los éxitos y los puntos comunes a algunas cuestiones no resueltas, que caracterizan el paisaje de EE.UU.




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Biografía del autor/a

Michele DiPietro, Kennesaw State University

Michele DiPietro is Executive Director of the Center for Excellence in Teaching and Learning and Associate Professor of Statistics. His scholarship focuses on the learning process, the teaching improvement consultation, student evaluations of teaching, diversity and learning, academic integrity, Millennial students, teaching in times of tragedies, and statistics education. The book he co-authored, “How Learning Works: 7 Research-Based Principles for Smart Teaching” distills the research on learning in the last 50 years into seven interrelated principles. He is the immediate Past President of the Professional and Organizational Development Network in Higher Education, the premiere educational development society in the United States.

Amy M. Buddie, Kennesaw State University

Amy M. Buddie is the Associate Director for Graduate Student Support and Undergraduate Research/Creative Activity at the Center for Excellence in Teaching and Learning and an Associate Professor of Psychology. She directs the CETL professional development program for graduate students and future faculty. She supports graduate teaching assistants through courses, workshops, classroom observations, and individual consultations. She is currently a Councilor for the Council on Undergraduate Research, and she directs the Southeastern Conference on the Teaching of Psychology.


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