La reuni\u00f3 es va iniciar amb una benvinguda, es va agrair la participaci\u00f3 dels equips impulsors dels centres educatius, que formen part del Programa, aix\u00ed com la tasca d’acompanyament als estudiants en pr\u00e0ctiques. Aquest programa t\u00e9 com a finalitat el desenvolupament d\u2019unes pr\u00e0ctiques realment professionalitzadores.<\/p>\n\n\n\n
Seguidament el Dr. Marc Clar\u00e0 va desenvolupar els punts seg\u00fcents:<\/p>\n\n\n\n
- \n
- L\u2019acci\u00f3 docent s\u2019orienta a partir de models mentals i no pas de proposicions te\u00f2riques aplicades l\u00f2gicament.<\/li>\n\n\n\n
- Aprendre a ensenyar implica transformar aquests models mentals, fent-los m\u00e9s rics, m\u00e9s ajustats, m\u00e9s flexibles i m\u00e9s capa\u00e7os d\u2019explicar el comportament real de les situacions d\u2019aula.<\/li>\n\n\n\n
- Aquest desenvolupament es pot produir mitjan\u00e7ant dos processos fonamentals: la pr\u00e0ctica deliberada i la reflexi\u00f3<\/li>\n\n\n\n
- La pr\u00e0ctica deliberada \u00e9s adequada quan un docent disposa d\u2019un model mental m\u00e9s expert i vol apropiar-se\u2019l.<\/li>\n\n\n\n
- El proc\u00e9s consisteix que l\u2019aprenent utilitzi conscientment el model mental expert, reproduint-lo expl\u00edcitament fins que es pugui automatitzar i passar al pla impl\u00edcit del coneixement en acci\u00f3.<\/li>\n\n\n\n
- El cicle de pr\u00e0ctica deliberada i com funciona. Cal una asimetria reconeguda entre expert i aprenent, amb una veu autoritativa (no autorit\u00e0ria) per part de l\u2019expert.<\/li>\n<\/ul>\n\n\n\n
Seguidament, la sessi\u00f3 va continuar donant resposta a diferents preguntes plantejades.<\/p>\n\n\n\n
Us compartim el v\u00eddeo de la sessi\u00f3<\/a> i uns articles relacionats amb la pr\u00e0ctica deliberada:<\/p>\n\n\n\n
- \n
- Sch\u00f6n, D. (1991). The reflective practitioner. How professionals think in action<\/em>. Arena. (Original work published 1983)<\/li>\n\n\n\n
- Clar\u00e0, M. (2015). What is reflection? Looking for clarity in an ambiguous notion. Journal of Teacher Education, 66<\/em>, 261-271, DOI: 10.1177\/0022487114552028<\/li>\n\n\n\n
- Clar\u00e0, M. (2019). El problema teor\u00eda-pr\u00e1ctica en los modelos de formaci\u00f3n del profesorado: Una mirada psicol\u00f3gica. Estudios Pedag\u00f3gicos, XLV<\/em> (2), 179-195, DOI: 10.4067\/S0718-07052019000200179<\/li>\n\n\n\n
- Clar\u00e0, M. (2026). Overcoming the divide between evidence-based education and its critics: an alternative conceptualization of the relationship between academic knowledge and educational practice. Journal of Teaching and Learning, 20<\/em>(1), 434-453. https:\/\/doi.org\/10.22329\/jtl.v20i1.9509<\/a><\/li>\n\n\n\n
- Clar\u00e0, M., & Ribera, J. (2025). M\u00f2dul 4: Pr\u00e0ctica deliberada i aprenentatge per reflexi\u00f3. Curs de Formaci\u00f3 per l\u2019Acompanyament als Pr\u00e0cticums dels Graus d\u2019Educaci\u00f3 Infantil i Prim\u00e0ria<\/em>. Generalitat de Catalunya, Departament d\u2019Educaci\u00f3 i Formaci\u00f3 Professional.<\/li>\n<\/ul>\n\n\n\n
Agra\u00efm als equips impulsors del centres formadors la seva participaci\u00f3 en aquesta confer\u00e8ncia i la seva implicaci\u00f3 en la formaci\u00f3 inicial.<\/p>\n\n\n\n
<\/p>\n\n\n
\n![\"\"](\"https:\/\/projectes.xtec.cat\/centresformadors\/wp-content\/uploads\/usu1341\/2026\/01\/26.jpg\")
<\/a><\/figure><\/div>\n\n\n<\/p>\n","protected":false},"excerpt":{"rendered":"
El passat 22 de gener es va iniciar el cicle de confer\u00e8ncies per a la millora de l’acompanyament en el marc de l’itinerari formatiu dels centres formadors que participen en el programa d\u2019Innovaci\u00f3 Pedag\u00f2gica de pr\u00e0ctiques del MUFPS. El tema escollit per aquesta sessi\u00f3 es… Llegeix m\u00e9s\u00bb<\/a><\/p>\n","protected":false},"author":1,"featured_media":11693,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"footnotes":""},"categories":[1,293,29],"tags":[],"class_list":["post-11692","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-general","category-inici","category-portada"],"post_mailing_queue_ids":[],"_links":{"self":[{"href":"https:\/\/projectes.xtec.cat\/centresformadors\/wp-json\/wp\/v2\/posts\/11692","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/projectes.xtec.cat\/centresformadors\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/projectes.xtec.cat\/centresformadors\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/projectes.xtec.cat\/centresformadors\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/projectes.xtec.cat\/centresformadors\/wp-json\/wp\/v2\/comments?post=11692"}],"version-history":[{"count":6,"href":"https:\/\/projectes.xtec.cat\/centresformadors\/wp-json\/wp\/v2\/posts\/11692\/revisions"}],"predecessor-version":[{"id":11702,"href":"https:\/\/projectes.xtec.cat\/centresformadors\/wp-json\/wp\/v2\/posts\/11692\/revisions\/11702"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/projectes.xtec.cat\/centresformadors\/wp-json\/wp\/v2\/media\/11693"}],"wp:attachment":[{"href":"https:\/\/projectes.xtec.cat\/centresformadors\/wp-json\/wp\/v2\/media?parent=11692"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/projectes.xtec.cat\/centresformadors\/wp-json\/wp\/v2\/categories?post=11692"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/projectes.xtec.cat\/centresformadors\/wp-json\/wp\/v2\/tags?post=11692"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
- Clar\u00e0, M. (2015). What is reflection? Looking for clarity in an ambiguous notion. Journal of Teacher Education, 66<\/em>, 261-271, DOI: 10.1177\/0022487114552028<\/li>\n\n\n\n
- Sch\u00f6n, D. (1991). The reflective practitioner. How professionals think in action<\/em>. Arena. (Original work published 1983)<\/li>\n\n\n\n