A journey into the Chilean early years (EY) worker psyche: In the search of the children within

*Photo credit: “Las hijas del pescador, villa de Horcones” (Sergio Larraín, 1957)

In this post we would like to highlight the presentation of Coca Lagos at the UCLU Chilean Society on 10 March 2017.

Her initial research aim revolved around the way Chilean EY curriculum depicts the child, as circulating representations of the child –especially national curriculum as official discourse- play a significant role in the way teachers establish relationships with children in their everyday practice. A shifting understanding of the relation between policy and practice moved Coca’s interest from curriculum to the way representations of the child are constructed in the psyche of the teacher. Specifically, she started to ponder that what happens in the classroom may have less to do with national curriculum, and a lot more with teachers’ practices and relationships, especially as the emotional and affective complexity of said practices and relationships, may have a significant impact in teachers’ subjective experience. Therefore, her main research question evolved to the following –probably provisional- state:

How do Chilean Early Years (EY) workers construct the child from their subjectivity?

Regardless of having gotten rid of the ‘curriculum part’ of Coca’s initial interest, she did remain appealed to the ‘representations of the child part’, which proved to be productive in terms of offering a tangible way of accessing how teachers answer the overarching question about the purpose of education. Moreover, and perhaps more importantly, this sustained interest in representations somehow suggested psychoanalysis to her, as a theoretically and methodologically suitable language. Psychoanalysis has lucidly depicted how incommensurable the teaching endeavour can be:

‘[it] implies being able to reach out and contain a learner’s anxieties while maintaining contact with the intended learning (…); maintaining a balance between these two tasks is part of what makes the pedagogic relationship so very difficult’ (Bibby, 2015 p. 62).

‘[there are] aspects of the self that had to be given up (…) in exchange for the professional role’ (Farley, 2014 p. 121).

‘[teachers must] learn about their own conflicts [in order to] control the re-enactment of old conflicts that appear in the guise of new pedagogical encounters’ (Britzman & Pitt, 1996 p. 118).

As the previous quotes show, the way teachers construct the child does not only have to do with the real children of their everyday practice, but also with teachers’ emotions and experiences: previous and present, inside and outside the teacher-children relationship. The ‘relational others’ that take part in our everyday relationships are represented within our psyche as internal objects, and a richness of psychic processes affect them. Concordantly, Early Years Education (EYE) has been described as an eminently relational, ethical and political practice that often entails engaging with the ‘dark side’ of children’s learning and development: their distress, defiance, messiness and chaos; with attributes such as failure and uncertainty lying at its very core.

Coca thinks psychoanalysis might be proposed as a language for exploring some of these complexities, instabilities, and impossibilities. That is, to explore what the mind of the teacher brings to the educational process, while introducing a notion of time –by casting the ‘past’– to its analysis. Regarding Coca’s specific case study –Chile- its EYE sector is currently posing the question about what a quality EYE might look like. This could be a prolific opening for contributing with an exploration of how EY teachers construct the child and what could this mean for a possible definition of ‘quality’.

Coca is currently theorising the teacher-children relationship –as internalised object and lived experience as well- in terms of transference. Transference can be understood as the transference of unconscious psychic contents from one context to another. It is also a special term to denote patient’s relationship to the analyst. Transference was first observed by Freud (1914) in patients as a resistance to remember, repeating instead in action what is forgotten and repressed. Nevertheless, he also declared it as the central means of the ‘modern technique of analysis’. Thus, transference emerged both as an obstacle to treatment and what as the very element, that brings it forward.

How can we understand this paradox? Some memories can be very difficult and painful to remember, to the point they may produce a dangerous symptomatic acting out/side the analysis. This is why, for the sake of the patient, said memories are much better off unremembered, and merely acted ‘within’ the transferential relationship that takes place within the analysis. In this sense, it might be said that analytic work takes place around memories, but not always nor necessarily getting deep into it. In sum, transference transcends the action and remembrance dichotomy, thus constituting –perhaps- a way of remembering through repetition.

Transference has been very fruitfully used in education, first by Anna Freud (1928); however, it remains paradoxical in education as well:

Transference does not only entail a possible obstacle for learning, if teachers do not gain insight and work through their unconscious conflicts.

At the same time, ‘transference is the [very] condition of pedagogy. That is, teachers cannot anticipate how their students affect them and how they affect their students. It is only in the pedagogical relation that one begins to encounter one’s self as a teacher’ (Britzman and Pitt, 1996 p. 118).

As seen, transference seems to offer a rich language for talking about subjects relate to each other; ultimately, a way of theorising about the teacher-child relationship I want to explore. Therefore, it will also have a central role in the conceptualisation and design of Coca’s methodology, which aims to critically analyse -from a reflexivity perspective- the researcher-participants relationship.

Reflexivity consists in critically examining our own knowledge production processes -especially as researchers- acknowledging its situated and provisional nature. Concordantly, there is no single way of ‘doing’ reflexivity. At the moment, there are two main ‘reflexive imperatives’ that Coca would like to bring to her research: to be attentive -even suspicious- of textual seduction (Skeggs, 2002), that is, of those way-too-comfortable, attractive narratives and; therefore, to be willing to embrace the uncomfortableness inherent to the research encounter (Pillow, 2003). In slightly more concrete terms, this initially means/implies: actively seeking to disrupt and trouble comfortable orderly reflexive narratives and; not rushing into making ‘sense’ of data too fast. The first might be attempted by trying and using less ‘discourse-reliant’ methods, given narratives inherent inclination to construct coherence, continuity and closure. Regarding the latter, a first approach might include critically engaging with ‘response data’ (St. Pierre, 1997): researcher scarcely acknowledged yet impactful response to the data produced by research subjects.

Coca’s research methodology demands significant further elaboration; however, she have preliminary decided to work with teachers by using free-associative techniques (instead of interviews or other more classical qualitative approaches), and to conceptualise the researcher’s response data as countertransference, that is, focusing on her internal/lived experience of the research encounter.

Coca Lagos has a degree in psychology by U. Católica de Chile and a specialisation in psychodiagnostics by U. Diego Portales. Before becoming a PhD student at UCL-IOE, she worked in University-based educational research and as a public servant in a State education agency.

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Exploring the Limits of the Teacher Subject as a way to imagine a new school

In this post we would like to highlight the presentation done on 20 January 2017 at UCLU Chilean Society by Felipe Acuña (Social Anthropologist, MA in Educational Psychology by Universidad de Chile, and PhD student at the Institute of Education – UCL). The title of his presentation was “Exploring the Limits of the Teacher Subject as a way to imagine a new school. A Qualitative Study into the Subjectivity of Dissident and Organized Teachers in Chile”.

In this presentation, Felipe problematized two contradictory educational movements and their relation with the teacher subject. One movement has a global scope and the other is rooted in my home country, Chile. Following Sahlberg (2011), we can call the first one a Global Educational Reform Movement (GERM); a movement characterized by finance driven reforms and competitiveness-driven changes to the education systems around the world. One of the main focus of GERM is the governance of teachers as a specific and however highly relevant actor wherein these processes of reform can be enacted (Ball, 2003; Robertson, 2016).

The governance of teachers is produced in part by deploying a paradoxical discourse of both blame and derision and of centrality of teachers (Larsen, 2010) by which they are delineated as the main problem and ‘the most significant resource in schools’ (OECD, 2005); they are portrayed as the ‘front-line workers’ (OECD, 2014) ‘to ensure better education results’ (The World Bank, 2012). GERM is heavily influenced by a set of international actors such as OECD, the World Bank or some global educational firms. However, as Ong (2007) emphasizes, whatever is traveling through this global movement it is always interacting with situated political regimes and, therefore, producing an openness to unexpected outcomes.

The context of Chile is an interesting case where this interaction can be explored. After widespread student demonstrations in 2006 and 2011 –who railed against market-oriented structures and in favour of reinstating the view of education as a social right (Bellei & Cabalin, 2013)–, the centre-left government of Michelle Bachelet (2014-2018) won the elections with the promise of a major educational reform. Thus, another kind of movement –a social one– produced an opportunity to enact a different kind of educational reform process. One of the four fundamental changes proposed was improving teachers’ professionalism by means of a new Teaching Career Policy (TCP). However, a spontaneous movement of teacher that started to be called ‘the dissidents’ railed and strike against the new TCP in 2014/15. One of the leaders of these demonstrations argued that this was not their Career because it responds to a “business and productivity” logic.

The new TCP, despite having being triggered from a social movement critical towards the neoliberal rationale, is a new and subtle system of distribution and classification of teachers in five levels of performance. A system, as the sub-secretary of Education said, based on an OECD report that the Chilean Government request. The rationale of the new TCP, can be argued, is strongly consistent with GERM and that is one of the main criticisms that ‘dissident’ teachers have.

Different questions can be addressed from this problematisation. I am interested in the sustainability of the GERM rationale, even when the reform process is surrounded by an aura and a rhetoric of change and social rights. In particular, Felipe is conceptualising the new TCP as a policy based on systems of data-driven, direction-given assessment and accountability that operates mainly by acting upon the existing or possible actions of teachers in what Foucault (1982) calls a subjugation struggle. A struggle that takes place in the site of subjectivity (Ball, 2015) producing a bonsai subject (Rivas, 2005), this is a subject whose possible actions have been reduced to the minimal. Using the notion of limit-attitude (Foucault, 1997), I ask about the possibilities of dissident and organized teachers in Chile to struggle in the site of subjectivity by deploying an experimental and imaginative attitude towards their own limits. In other words, how does a teacher subject relates their dissident and organized self with their everyday school self?

With a focus on subjectivity and language, this is a form of qualitative research. The approach leading the methodological strategy is based on narratives (Phoenix, 2008; Day Sclater, 2003) and Felipe will conduct interviews with two groups of teachers: first, the founders, leaders, speakers or main intellectuals of six different dissident teachers’ organization as a way to contextualize their organizations. Second, the main group, with whom Felipe will research more carefully their limit-attitude. These teachers will have three characteristics: i) be currently working in a school, ii) be a member of a dissident teacher organization and iii) not be the founder, leader or main intellectual of the organization.  Felipe will analyse the data paying special attention to metaphors (Hass and Lakoff, 2009).

Bibliography

Ball, S. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228. https://doi.org/10.1080/0268093022000043065

Ball, S. (2015). Subjectivity as a site of struggle: refusing neoliberalism? British Journal of Sociology of Education, 1–18. https://doi.org/10.1080/01425692.2015.1044072

Bellei, C., & Cabalin, C. (2013). Chilean Student Movements: Sustained Struggle to Transform a Market-oriented Educational System. Current Issues in Comparative Education, 15(2), 108 – 123. Retrieved from http://connection.ebscohost.com/c/articles/90496644/chilean-student-movements-sustained-struggle-transform-market-oriented-educational-system

Day Sclater, S. (2003). What is the subject? Narrative Inquiry, 13(2), 317–330. https://doi.org/10.1075/ni.13.2.05day

Foucault, M. (1982). The Subject and Power. Critical Inquiry, 8(4), 777–795. Retrieved from http://www.jstor.org/stable/1343197?seq=1#page_scan_tab_contents

Foucault, M. (1997). What is Enlightenment? In P. Rabinow (Ed.), The essential works of Foucault 1954-1984. Volume I: Ethics: subjectivity and truth (pp. 303 – 319). New York: The New Press.

Haas, E., & Lakoff, G. (2009). Marcos, metáforas y política educativa. In M. Pini (Ed.), Discurso y Educación. Herramientas para el análisis crítico (1a ed., p. 418). San Martín: UNSAM EDITA.

Larsen, M. A. (2010). Troubling the Discourse of Teacher Centrality: A Comparative Perspective. Journal of Education Policy, 25(2), 207–231. Retrieved from http://eric.ed.gov/?id=EJ883673

OECD. (2005). Teachers Matter: Attracting, developng and retaining effective teachers. Paris.

OECD (2014). TALIS 2013 Results: An international perspective on teaching and learning. Retrieved from http://www.oecd-ilibrary.org/education/talis-2013-results_9789264196261-en

Ong, A. (2007). Neoliberalism as a mobile technology. Transactions of the Institute of British Geographers, 32(1), 3–8. https://doi.org/10.1111/j.1475-5661.2007.00234.x

Phoenix, A. (2008). Analysing Narrative Contexts. In M. Andrews, C. Squire, & M. Tamboukou (Eds.), Doing Narrative Research (pp. 73 – 87). London: SAGE Publications. https://doi.org/http://dx.doi.org/10.4135/9780857024992

Rivas, J. (2005). Pedagogía de la dignidad de estar siendo. Entrevista con Hugo Zemelman y Estela Quintar. Revista Interamericana de Educación de Adultos, 27(1), 113 – 140.

Robertson, S. (2016). The Global Governance of Teachers’ Work. In K. Mundy, A. Green, B. Lingard, & A. Verger (Eds.), The Handbook of Global Education Policy (pp. 275–290). Chichester: John Wiley & Sons, Ltd. https://doi.org/10.1002/9781118468005.ch15

Sahlberg, P. (2011). The Fourth Way of Finland. Journal of Educational Change, 12(2), 173–185. https://doi.org/10.1007/s10833-011-9157-y

The World Bank. (2012). What matters most in teacher policies? A framework for building a more effective teaching profession, 1–78. Retrieved from http://documents.worldbank.org/curated/en/2012/07/16750910/system-approach-better-education-results-saber-matters-most-teacher-policies-framework-building-more-effective-teaching-profession

How passengers behave at metro stations?

In this post, we would like to highlight two presentations on the topic of transport. On the 3 March 2017, Jiping Fang and Sebastian Seriani presented their research at the UCLU Chilean Society’s Academic Presentation Activity.

Jiping and Sebastian are both civil engineers and currently in their second and third year, respectively, of Ph.D. in Transport Studies at the Civil Environmental Geomatic Engineering (CEGE) in UCL.

The seminar started with the two presentations of Jiping and Sebastian, followed by 20 minutes of Q+A. At the ends of the seminar participants worked in groups to answer and discuss the question: Which factors you consider most important for choosing your boarding car/door? And why?

  • Presentation 1: Initial findings of passenger distribution on platform at metro station based on passengers’ choices for boarding cars (by Jiping Fang,  jiping.fang.15@ucl.ac.uk) 

    With an increasing number of passengers using the Tube (increased 33% since last 10 years), London Underground has to provide more capacity on its lines by operating higher frequency train services. It is planned that there will be 33% more capacity on the modernized Circle, District, Hammersmith & City and Metropolitan lines.

    The most important element to affect the service reliability to run high frequency is passenger boarding and alighting time (BAT), especially the BAT of the critical car of a train caused by uneven passenger distribution on platform and train. Generally, passengers are more likely to get off the train from the same car they board. Therefore, passengers’ choices on boarding cars are the essential leading to uneven train loading. Only if having a better understanding on how passengers choosing their boarding cars can we propose targeted solutions for ensuring the schemed BAT and a reliable service of high frequency.

    Although there is strange passenger distribution appearing on the platform, it can be well explained when assuming all the passengers board on the cars that are closest to the exits at their destination stations.

    The initial findings are showed as followed: a) Minimizing the walking distance at destination station is a very important factor affecting passengers’ choice for boarding cars, especially for commuters at morning peak; b) Minimizing the walking distance and maximizing comfort (seeking seats) affect passengers choosing behaviors largely; c) With the number of boarder increasing, passenger distribution on train become even, which means the influence of interaction between passengers on board and on platform become larger; d) There can be large differences of passenger distribution between different trains.

    image2.JPG image1.JPG

  • Presentation 2: Effect of platform edge doors and level access on passengers’ behaviour and interaction at metro stations (by Sebastian Seriani, sebastian.seriani.14@ucl.ac.uk)

    The platform train interface (PTI) is the space where most interactions occur between passengers boarding and alighting. This complex space presents different risks and hazards for passengers. Accidents can occur during boarding and alighting or simply at the platform edge even when there is no boarding or alighting.

    To reduce interaction problems, platform edge doors (PEDs) have been installed at various stations around the world. Currently, the London Underground (LU) network has PEDs in nine stations on the Jubilee Line. These elements work as sliding barriers between the train and the platform. Although PEDs are used mainly for safety and ventilation reasons, there is a common assumption that the presence of PEDs increases the boarding and alighting time (BAT) due to their limitations (e.g. different types of trains, stopping position location on the platform, curved platforms, vertical gaps).

    The general objective of this research is to study the effect of PEDs and level access on the behaviour and interaction of passengers boarding and alighting at metro stations.

    The hypothesis of this study is that PEDs can be used as door indicators, in which passengers are waiting beside the doors rather than in front of the doors, affecting the BAT, IT, formation of lanes, type of queues, density by layer and distance between passengers.

    The approached used was laboratory experiments based on observation at LU. Different experiments were prepared at the Pedestrian Accessibility Movement Environmental Laboratory (PAMELA), in which 120 participants were recruited and different scenarios of simulation were performed to represent the gaps, PEDs, etc. The software PETRACK was used to identify the location of passengers on the platform. For the observation, it was used Westminster and Green Park stations. Both stations are important interchange stations of the Jubilee Line. The main difference between them is that Westminster has PEDs, while Green Park does not. It was considered peak hour AM and PM, during 2 weeks of analysis.

    The results showed that there is no relevant impact of PEDs on the BAT, however these elements changed the behaviour of passengers on the platform by waiting beside the doors rather than in front (before the train arrives). Passengers were concentrated in the middle of the platform, following a Multinomial distribution.

    In addition, it was found that as the value of R (boarding/alighting) increased, the number of lanes for alighting at the doors decreased. The space used by each passenger alighting was represented as an asymmetrical ellipse, in which the longitudinal and lateral radii were affected by the collision avoidance of a person in front of him/her and by the interaction with other passengers alighting or waiting to board the train.

    As a summary of the results, it is proposed a classification of the level of interaction (LOI). According to the density by layer on the platform (before the doors opened), it is possible to know what is the distance between passengers, type of queue and formation of lanes. The LOI was classified into three categories: low, medium and high.

    Further research is needed to identify other ways to reduce interaction problems such as using crowd management measures (e.g. queue lanes or waiting areas) on the platform.

    Reference: if you would like to follow this research please see reference below.

    • De Ana Rodríguez, G., Seriani, S., Holloway, C. (2016). Impact of platform edge doors on passengers’ boarding and alighting time and platform behavior. Transportation Research Record: Journal of the Transportation Research Board, 2540, 102-110.
    • Seriani, S., Fujiyama, T., Holloway, C. (2017). Exploring the pedestrian level of interaction on platform conflict areas at metro stations by real-scale laboratory experiments. Transportation Planning and Technology, 40(1), 100-118.

     

 

Tips para hacer presentaciones académicas atractivas

El viernes 11 de Noviembre, se realizó un nueva charla de “apoyo académico mutuo” en la UCLU Chilean Society. Esta vez, la presentadora fue Estefania Trisotti.

¿Cómo lleno las láminas con contenido para que sea atractiva mi presentación académica?

Desde el saber acumulado del diseño y lo que se conoce como Service Design, Estefania nos enseñó la importancia que tiene una atractiva presentación de nuestro trabajo.

Aquí dejamos algunos tips y recomendaciones:

  1. Contenido:
    • Definir los puntos claves de la presentación. Para ello, es necesario saber “contar la historia” y elegir un orden para contarla. Esto dependerá del tipo de público (conferencia, clases, conseguir financiamiento, etc.). Es importante preguntarse: ¿Qué le puede interesar al público? Por ejemplo, puedes usar la estructura clásica: introducción (contexto), problema, solución (“sorpresa”), conclusión (fin). También puedes elegir la estructura de cronograma, en donde a partir de una fecha se sigue contando la historia en períodos de tiempo. O puedes elegir la estructura de “flor”, donde a partir de un concepto se va creando una historia y luego vuelvo al punto inicial para cerrar la idea.
    • Menos es más. Mucho contenido no funciona, el mensaje se pierde y la audiencia se desconcentra. Lo importante es separar lo que se presentación (“what you see”) de un informe o paper (“what you read”). No pueden combinarse ambos en una misma diapositiva. Una buena forma es decir: Si se quiere conocer más detalles, se puede leer el paper o informe.
    • Tener diapositivas escondidas. Una buena idea es incluir un par de diapositivas al final de la presentación (después de la última diapositiva) con mayor detalle por si alguien hace una pregunta más específica.
  2. Estilo:
    • No usar presentaciones prediseñadas, ya que pueden verse mal. Si usas el formato de prediseño, en vez de tener un espacio para presentar se tiene un espacio que te obliga a presentar no en la forma que necesitas. Una buena idea es crear tu propio formato, usando figuras, colores, etc.
    • Reusar un template. No es necesario crear un nuevo formato cada vez que tengas que presentar. Puedes armar uno para cada tipo de público. Por ejemplo, uno con más imágenes, otro para proyectos, otro para conferencias, etc.
    • “Build in”. Este concepto se refiere a usar el sistema de animación o dividir una diapositiva en varias diapositivas que generen una secuencia. Se puede guiar al público para que lea lo que se va diciendo. Se puede aprovechar de hacer preguntas, usar imágenes, etc. De esta forma la presentación es mas interactiva.
    • Consistencia. Es importante tener una estructura mental de lo que se va a presentar, es decir partir con un “outline”. Para ello es fundamental el uso adecuado de los colores. Una buena idea es usar una paleta de solo 3 colores. Cada color puede tener una función específica de importancia. Por ejemplo, el azul puedes usarlo como fondo para indicar que se pasa de un contenido a otro contenido importante, mientras que el amarillo puede usarse para destacar cosas no tan importantes.
    • Colores. Se recomienda usar pocos y simples. Tener en cuenta el contraste. Máximo tener una paleta de 3 colores.
    • Letras (“fonts”). El tipo de letra puede influir mucho en el mensaje que se le entrega al público. En general hay dos tipos: Serif font y Sans serif font. La primera es un poco incómoda cuando las letras son muy grandes. La segunda, es díficil de leer cuando la letra es chica y digital. Una buena letra recomdable es Arial. Puedes descargar otros tipos de letras en google, pero si le envías el documento a alguien que no tenga instalado ese tipo de letra no lo podrá ver.
    • “Icons”. Una buena forma de animar tu presentación es usando “icons”. Además, te permite organizar o categorizar el mensaje en cada diapositiva, para guiar mejor al público.
    • Fotos. Es recomendable siempre usar fotos para representar lo que se quiere. Una foto puede ser muy buena para decir algo. El típico dicho: una foto vale más que mil palabras.
  3. Ejemplo:

– Antes: una sola diapositiva con mucho texto, se pierde el mensaje, etc.

screen-shot-2016-11-14-at-11-06-31

– Después: 3 diapositivas que guían al público en el entendimiento del mensaje.

screen-shot-2016-11-14-at-11-06-35

screen-shot-2016-11-14-at-11-06-39

screen-shot-2016-11-14-at-11-06-43

Agradecemos la contribución de: Felipe ☺

Links de interés:

Estilos de diapositivas: http://www.slideshare.net/

Icons: http://www.flaticon.com/ o https://thenounproject.com/

Fonts: https://fonts.google.com/ o http://www.dafont.com/

Commons: https://search.creativecommons.org/

Colores: http://htmlcolorcodes.com/es/recursos/mejor-paleta-de-colores-generadores/ o https://coolors.co/

Tips académicos

El 4 de Noviembre 2016 se presentó tips académicos necesarios para empezar los estudios de doctorado y master. Las presentadoras fueron Sara Joiko y Constanza González.

¿Qué te hubiera gustado saber en tú primer año?

Conoce aquí las 11 claves:

  1. En el proceso, permitirse a uno mismo el estar perdido. Asumir que en el primer año uno no tiene mucha idea lo que está haciendo, y que eso está bien. Aprovechar ese momento para meterse en temas que no había podido meterse, de leer cosas nuevas, a salirse del espacio de comodidad.
  2. Pedir ayuda en caso de locura, inseguridad, depresión, bloqueo. Cuando le preguntes a tu supervior, evita preguntas generales como por ejemplo, ya que probablemente la respuesta también será general. Prueba algo así: ¿Cómo puedo mejorar mi estilo de escritura? o ¿Con este paper he avanzado en mi línea de investigación?
  3. Manejar tu tiempo. Por ejemplo, mantener horas de trabajo diarias sin internet (no revisar el Facebook, ni email, ni chat, etc.).
  4. Si el supervisor no te esta ayudando, no muestra interés, etc., puedes pedir ayuda a alguien más. En el caso del Doctorado necesitarás un segundo supervisor, quien te puede ayudar en todo el proceso. También puedes pedir ayuda a alguien de tu departamento.
  5. Empieza a escribir con tiempo. Puedes apoyarte de dibujos, esquemas o diagramas. Puedes dividir tu trabajo en diferentes papers (por ejemplo un paper por año) o bien desarrollar una idea paso a paso y luego publicarla al final de tu doctorado. En el caso de master, una buena idea es escribir tus ensayos en base a tu tesis, para que así puedas usar la misma bibliografía y ahorres tiempo. Puedes leer otras tesis para saber el formato, redacción, etc.
  6. Usar las bibliotécas. Muy útil conocer las que hay y así ir variando los lugares de estudio y no quedarse solo con la main library. Para almacenar las referencias o lo que llevas escrito, utiliza algún sistema online como Dropbox, NVivo, etc.
  7. Leer y hablar inglés en espacios no académicos. Crear grupos de lectura donde se pueda conocer el trabajo de un autor. Vale la pena preguntar si alguien más está interesado en ese autor y tema, e intentar hacer una lectura colectiva.
  8. Organizar las idas a congresos en relación a entregas de capítulos, para obligarse a avanzar en la escritura e ir recibiendo retroalimentación. Ir a seminarios/conferencias, presentar en inglés (“just to get the word out there”), recibir “feedback”, escuchar a otros sus investigaciones, etc.
  9. Aprender nuevas habilidades y salir de intercambio, aunque fuera por unos cuantos meses. Es importante tomar esas opciones y aprovecharlas, ya que entrega un segundo aire en la investigación. Puedes postular a cursos que ofrece UCL u otras instituciones online.
  10. Cuando uno postula a las conferencias generalmente se abre la postulación para recibir fondos de la misma conferencia. Hay que postular altiro! No esperar que te acepten el paper porque los plazos terminan antes de saber si tu paper será o no aceptado. UCL y otras instituciones tienen fondos para conferencias/seminarios.
  11. Darse a conocer. Una buena opción es tener tú dominio online, no tiene que ser una página web, pero puede ser una pagina estática con el about y una foto, o el abstract de la investigación, y links a páginas con el CV o relevantes. Las páginas son fáciles de hacer en wix o squarespace y tienen descuentos con el mail de ucl. Puedes usar otras plataformas como Researchgate, Academia, etc. En caso de tener un nombre muy común y repetido, tener numero Orcid.

Agradecemos la contribución de: Álvaro  A  ☺ Álvaro  G  ☺ Andrea  ☺ Daniel  ☺ Felipe  ☺ Fiona  ☺  Juan  ☺  Lucho    ☺  Manu  ☺   Marina  ☺  Meri    ☺  Nico  ☺  Pancha  ☺ Rosario     ☺    Sole  ☺ Tito  ☺  Xime  G  ☺ Xime  P

Links de interés:

Cursos de inglés:

Almacenar documentos:

Escribir/corrector inglés:

Referencias:

Skill courses:

Intercambio:

Grants:

Darse a conocer:

Tarjetas de presentación: