Resumo

GARRIDO-FONSECA, Carmen Gloria  e  SALINAS-CARVAJAL, Danisa. Innovation and Pedagogical Scenes: Teacher Educators in a Learning Laboratory. Rev. colomb. educ. [online]. 2022, n.85, pp.79-99.  Epub 27-Nov-2022. ISSN 0120-3916.  https://doi.org/10.17227/rce.num85-11969.

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.

Palavras-chave : educational innovation; higher education; teacher educators; pedagogical experiences.

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