Trayectorias iniciales de formación de profesores. El caso de las transformaciones geométricas

Abstract

Se desarrolla un estudio empírico con los estudiantes para futuros profesores de primaria en dos contextos diferentes, en España y Kosovo.It is significant to note that, even though, the opportunity sample used in this study comprised students from diverse parts of the world, the notion of culture, as it is used in this paper, does not have direct implications to geographical locations from which the learners come. Se ha empleado una práctica didáctica sobre aprender a enseñar las transformaciones geométricas en educación primaria para Iemployed active interviewing to construct narratives with learners about their experience of learning in a British university.construir narrativas de los estudiantes sobre su experiencia de aprender a enseñar las transformaciones geométricas.The interviews were conducted with the assumption that all processes of knowing are socially constituted. Hence, the context, culture as well as the relationship between the researcher and respondents during the interview conversation was supposed to shape the meanings constructed.The study revealed that there are diverse cultural scripts for learning in different cultures. The notion of cultural scripts reflects the generalized action knowledge which informs how people make sense of situations and which also guides their action in particular contexts. El estudio reveló que existen diversas escrituras culturales para el aprender a enseñar las transformaciones geométricas en los dos grupos de participantes de la investigación.