En este trabajo, segundo de una serie de dos, se presenta el progreso y los obstáculos que experimentan cinco equipos de estudiantes de Magisterio al participar en asignaturas basadas en el modelo Formación de Profesores para Investigar la Práctica (FOPIP), de orientación constructivista, y en el curso CAIC (Concepciones de los Alumnos e Innovación Curricular). Las categorías analizadas fueron: ideas de los alumnos, contenidos escolares y metodología de enseñanza de las ciencias. Para el análisis se formularon tres niveles de progresión, que fueron reformulados y ampliados a la luz de los datos, dando lugar a Itinerarios Generales de Progresión. Los resultados sugieren dos obstáculos de fondo: las ideas de los alumnos no tienen valor epistémico y el conocimiento científico representa verdades absolutas. Los equipos dieron pruebas de haber superado el primero pero no el segundo.
This article describes the evolution of prospective primary teachers' conceptions of the methodology of teaching. Three categories were analyzed: the concept of activity, the organization of activities, and the concept of teaching resources. The study was conducted with five teams of prospective teachers, who were participating in teacher education courses of a constructivist orientation. The results showed very different itineraries in the processes of change, and the presence of two major obstacles-the belief that teaching is the direct cause of learning, and epistemological absolutism. The study allows us to deduce some implications for initial teacher education.
En este artículo se describen y analizan las propuestas elaboradas por 92 equipos de futuros maestros para enseñar contenidos concretos de ciencias al iniciar y finalizar un curso de formación inicial de orientación constructivista y tomando como referencia el modelo de investigación escolar. Para estudiar el cambio en su conocimiento acerca de la enseñanza de las ciencias se seleccionaron cuatro categorías: la presentación de los contenidos a los alumnos, la utilización didáctica de sus ideas, la secuencia metodológica seguida y la finalidad de la evaluación. Los resultados muestran que todos los equipos menos uno se sitúan al inicio en un enfoque transmisivo de la enseñanza, mientras que al final del curso 55 equipos se sitúan en transición hacia la investigación escolar con diferentes grados de progresión y 37 equipos se mantienen en el primer enfoque. En todos ellos la secuencia metodológica es la categoría que más progresa, mientras que la finalidad de la evaluación es la más resistente al cambio. Finalmente, se señalan las implicaciones en la formación inicial de maestros.
Background: An in-depth understanding of pre-service primary teachers' progression towards teaching science through inquiry is critical for improving teacher education programmes and, ultimately, improving the quality of science teaching and learning in the classroom.Purpose: This study set out to describe and analyse the progression of pre-service primary teachers' learning during an initial teacher education course on how to teach science through inquiry. There was a specific focus on the progression of learning in the area of curriculum content as a component of pedagogical content knowledge (PCK). Method:The sample consisted of 347 pre-service primary teachers grouped into 92 teams. As part of their pre-service training, they were designing science teaching proposals as part of the course on teaching science through inquiry. An analysis was conducted to explore the content of the designs created by these teams, both at the beginning and end of the course. Data were analysed qualitatively, using an interpretative approach informed by grounded theory. Findings:The analysis identified that most of the teachers progressed in their learning throughout the course, although only 14 of the teams progressed in all categories. It was possible through the analysis to determine intermediate levels of learning, between the starting level and the highest level of PCK. The analysis also indicated that the change paths of each team were very different. Discussion and Conclusions:Our study suggested that it was possible to analyse the professional learning and knowledge of the pre-service primary teachers in terms of progression in their learning of how to teach science through inquiry. Identifying progression in learning is complex and nuanced. However, we believe that this endeavour is an important underpinning research activity in order to support improvement in initial teacher education in primary science.
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