Abstract:Resumo: Se presentan aquí los resultados de un estudio documental, apoyado en entrevistas a directivos académicos, profesores y estudiantes, de los fundamentos epistemológicos, didácticos y pedagógicos de ocho programas de formación inicial de profesores de ciencias para los niveles básico y medio del sistema educativo colombiano.Unitermos: epistemología; didáctica; pedagogía; formación de profesores; currículo. Abstract: In this paper, we show the results of a study focusing on the epistemological, educationa… Show more
“…Since 1988, it is mandatory that teacher education programs meet the accreditation criteria. However, from the research conducted by Gallego, Pe ´rez Miranda, and Torres de Gallego (2004), it can be concluded that only 43 % of all programs meet the accreditation condition. According to data from the National Accreditation Commission, only 8 out of the 76 pedagogy accredited programs are secondary science education programs, and there are no accredited elementary education programs (Comisio ´n Nacional de Acreditacio ´n [CNA], 2010).…”
Section: Science Teacher Education Program Characteristicsmentioning
confidence: 99%
“…The science education area covers between 20 and 30 % of the program and centers its attention on matters related to scientific education, through offering courses that, besides corresponding to science instruction (Biology, Chemistry, Physics), also include other elements that allow for the understanding of science education (e.g., history of science, epistemology of science, research on science education, research on preconceptions). Although the science education component is explicitly included in such science method courses, there exist evidence that most of the subject matter courses include a traditional instruction, centered on teacher lecturer and demonstrative practical work (Gallego et al, 2004). Additionally, the programs lack consensus and discussion about the nature of science and the notion of school science that is promoted during instruction.…”
Section: Science Teacher Education Program Characteristicsmentioning
In this review, the main characteristics of science teacher education in three countries in South America, namely Argentina, Chile and Colombia, are examined. Although reforms toward constructivist and inquiry-based teaching in science instruction have been made in each of the three reviewed countries, each country demonstrates limitations in the implementation of teacher education that aims at those objectives. None of these countries have rigorous selection criteria for candidates for science teacher education programs, although each has some type of certification or test requirement before entry into the public education system is permitted. The three countries have similar teacher training programs, with instruction programs lasting between 4 and 5 years; programs entail both
“…Since 1988, it is mandatory that teacher education programs meet the accreditation criteria. However, from the research conducted by Gallego, Pe ´rez Miranda, and Torres de Gallego (2004), it can be concluded that only 43 % of all programs meet the accreditation condition. According to data from the National Accreditation Commission, only 8 out of the 76 pedagogy accredited programs are secondary science education programs, and there are no accredited elementary education programs (Comisio ´n Nacional de Acreditacio ´n [CNA], 2010).…”
Section: Science Teacher Education Program Characteristicsmentioning
confidence: 99%
“…The science education area covers between 20 and 30 % of the program and centers its attention on matters related to scientific education, through offering courses that, besides corresponding to science instruction (Biology, Chemistry, Physics), also include other elements that allow for the understanding of science education (e.g., history of science, epistemology of science, research on science education, research on preconceptions). Although the science education component is explicitly included in such science method courses, there exist evidence that most of the subject matter courses include a traditional instruction, centered on teacher lecturer and demonstrative practical work (Gallego et al, 2004). Additionally, the programs lack consensus and discussion about the nature of science and the notion of school science that is promoted during instruction.…”
Section: Science Teacher Education Program Characteristicsmentioning
In this review, the main characteristics of science teacher education in three countries in South America, namely Argentina, Chile and Colombia, are examined. Although reforms toward constructivist and inquiry-based teaching in science instruction have been made in each of the three reviewed countries, each country demonstrates limitations in the implementation of teacher education that aims at those objectives. None of these countries have rigorous selection criteria for candidates for science teacher education programs, although each has some type of certification or test requirement before entry into the public education system is permitted. The three countries have similar teacher training programs, with instruction programs lasting between 4 and 5 years; programs entail both
“…Como se puede concluir de los párrafos anteriores, en Colombia, la discusión sobre la importancia de estudiar la práctica pedagógica de profesores en el campo de investigación no es un tema nuevo y hay estudios al respecto desde diferentes perspectivas (Hernández, 2001;Vasco, 1993;Zambrano, 2015) casi siempre desarrollados por grupos de investigación que pertenecen a universidades que ofrecen programas de formación de profesores. No obstante, aún no es claro el impacto que dichas investigaciones han producido en los programas de formación de profesores y en las prácticas pedagógicas en particular (Cofré et al, 2015;Gallego, Pérez y Franco, 2014;Gallego et al, 2004;García et al, 2013;Martínez y Benarroch, 2013;Misas, 2004;Torres, Badillo y Miranda, 2006;Vallejo, 2014;Zambrano, 2015).…”
Section: Contexto Histórico De La Consolidación Del Campo De Investigación En Colombiaunclassified
Los productos de investigación publicados y socializados por la comunidad científica son más que objetos materiales, son cosificaciones que representan su identidad, sus significados y su práctica. Este artículo presenta un análisis de la comunidad de investigadores en enseñanza de las ciencias en Colombia desde sus cosificaciones. El estudio se desarrolló con base en un enfoque cualitativo y desde una perspectiva crítica y hermenéutica. Se revisaron los productos de investigación reportados en la plataforma ScienTI de Colciencias, así como las memorias publicadas por los dos principales eventos nacionales especializados en el campo durante la última década. Se identificó que la práctica de la comunidad gira en torno a intereses que se relacionan con dos posturas epistemológicas: la educación en ciencias y la didáctica de las ciencias. Estas perspectivas orientan epistemológicamente la producción de los investigadores y determinan las relaciones entre la teoría y la práctica pedagógica. El análisis también evidenció la urgencia de ampliar los diálogos entre los miembros de la comunidad que permitan llegar a acuerdos concretos frente a las necesidades del campo de investigación en Colombia.
“…Literature has recognized these coincidences as the principal causes for the prevalence of decontextualized practices focused on the transmission of concepts (Cofré et al, 2015;Gallego et al, 2014;Gallego Badillo et al, 2004;Michel & Neumann, 2016). Thus, finding a solution to this problem implies addressing two critical issues in the science teacher training programs at different levels: i) Find strategies that include NOS, history, and philosophy of science in the learning processes of the discipline (Izquierdo et al, 2016;Moreira, 2004;Salinas et al, 2000;Vallejo, 2014) and ii) develop mentoring programs that contribute to the teachers' practice and generate reflection about it (Elliot, 2000;Vélaz, 2009).…”
This research study contributes to science teacher training by analyzing a curriculum that takes in sociocultural perspectives of science and learning in in-service teachers' pedagogical practices. It is a qualitative study with a critical hermeneutic methodology. The method used was a multiple case study, which inquires by exploring different cases in depth. The information was collected within the framework of a postgraduate training program, with in-service teachers from the areas of Science, Technology, Engineering, and Mathematics (STEM), in two settings: the training program and the observation of their pedagogical practice. Results show that this sociocultural perspective of the curriculum contributed to the pedagogical practices of the teachers under study in six different ways: i) generation of new understandings of science, learning, and the discipline they teach; ii) identification of other meanings for the concepts they teach; iii) changes in-class activities that help to recognize the identity of the scientific community; iv) inclusion of strategies that foster the negotiation of meaning in the community; v) changes in the evaluation strategies, giving more importance to feedback; and vi) generation of reflexive processes about the pedagogical practice in a more conscious way.
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