Introduction
There are different interpretive concepts of the different educational factors and they interpret, redefine and reveal different forms of the dimensions of education.
We could also mention that deliberate or intentional innovation processes imply foreseeing strategies that articulate changes in subjective and objective levels or areas (Fullan and Steigelbauer, 1991 in Angulo Rasco, 1994; Gómez Campo and Tenti Fanfani, 1989).
What do we understand by implicit theories
In this study we understand this theory as a psychological context of beliefs, representations and concepts that allow the explanation of the existing frames of reference in which teachers perceive and process information, then they analyze it, give it a logical sense and the guidelines to pedagogical practices there we find an alternative of approaches.
The relationship between educational innovation and representational changes
You could say that innovation in education is interpreted in many ways. One of the most common ways of understanding it is from a functional perspective that conceives it as the incorporation of a novel idea, practice or artifact within a set, with the conviction that the whole will change from the parts that constitute it.
We also identify educational innovation as a multi-dimensioned process: factors intervene in it:
- PoliticalEconomicIdeologicalCulturalPsychological
That affects different contextual levels: general, the school system and the classroom.
The change in the representations and meanings of teachers must have its correlate in the objective area.
In this way, the interpretations that an innovation seeks to modify.
How the theories implicit in teacher training can be changed.
Theoretical restructuring, progressive explicitness and hierarchical integration are theories that intervene in academic training.
Theoretical restructuring or construction this structure shows us new representations that go beyond the simple associative structures of the implicit theories cited by (Pozo, 2001).
The conceptual changes lie in:
- conceptual epistemological-ontological assumptions
Since in a process of theoretical restructuring in terms of reconstructing new content and new forms of cognitive organization that also translate into objective conditions.
Progressive explanation This is understood as a representational re-description that implies:
- Levels of explanation Different ways of making explicit
She that refers to the knowledge linked to the uses of the systems of representation and forms of discourses used by science.
A hierarchical integration is re descriptive in the new explicit representation systems. This restructuring allows the reconstruction of more elaborate theories (representational re-description), more complex and with greater explanatory potential. But even when explicit knowledge could explain better and could be generalizable to various contexts, implicit theories would still have cognitive function. And sometimes they could have primacy in the mind in everyday situations in which the explanatory capacity would be less functional than the immediate and situated responses (with little cognitive cost) that implicit memory provides.
Strategies to favor representational changes in innovative teacher training
We find the description of the actions or teaching practices through:
- Journals Narrative vignettes Folders of curricular materials or portfolios.
It is about teachers reflecting on their teaching, to objectify it, make it accessible to the conscience and thus be able to reveal its meanings.
There is also the explicitness of the Implicit, Epistemological, Ontological and Conceptual principles, which guide their practices.
We also identify the problems or situations that give rise to the generation and awareness of cognitive conflicts between the theories that support and empirical data. it is about showing the contradictions between their predictions and beliefs and what happens in their classrooms, analyzing the materials built in the first moment and confronting them with the experiences of other teachers.
conclusion
If the process of training active teachers has been able to provoke representational change through the unhiding of the implicit and if the transformative intention is maintained, then, it could be said that at least, from subjective conditions, educational innovation can crystallize in a new pedagogical and curricular practice.
