From the Formation Diary to the Systematization of Experience: The Process of (Self)formation of Science Teachers

Abstract

In this article we seek to understand how the self-training process of Science Teachers takes place and how this process is related to the Formation Diary, the writing of reflective narratives and the Systematization of Experiences, mechanisms triggered by the Research-Formation-Action. We carried out a qualitative approach research based on 15 Formation Diary of Science Teachers in continued education, analyzed on the light of Textual and Discursive Analysis. The results point to the understanding of the Formation Diary as a Space for Systematization and Resignification of Experiences, evidence was found that the process of teacher education is brought about through the reflective advance on practices and on their own formation, and this investigation is made possible by the process of Systematization of Experiences. We defend the relevance of the Research-Formation-Action in collectives for the formation of Science Teachers, with the Formation Diary and the Systematization of Experiences being potentiating elements for the development of critical reflection and teacher self-formation.

Reflexión Colaborativa De Didactas Basada en Un Self-Study Interinstitucional

“…Es decir, a partir de la identificación de un episodio relevante sobre el propio quehacer docente, los FDF, en múltiples ocasiones, confirman el episodio reportado, valorando aquellos aspectos relevantes dados por la interpretación que realizan los pares. En dicho proceso se valoran y resaltan aspectos significativos de la práctica analizada o se resignifican los propios supuestos, como producto de la colaboración en espacios de discusión crítica (Fuentealba & Russell, 2016), siendo necesaria la escucha activa de distintas perspectivas didácticas, para analizar la propia práctica docente (Bremm & Güllich, 2022).…”