Contributions to the training of constructivist teachers: results in two countries
The research has to do with the influence of participation in educational research on the quality of experimental science teachers’ teaching from Argentina and Spain. In order to know these teachers’ educational practice, a three-fold way was used: a questionnaire, a semi-structured interview, and c...
| Main Authors: | , |
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2016
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/4166 |
| _version_ | 1802223968006963200 |
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| author | Solbes, Jordi González, Eduardo Miguel |
| author_facet | Solbes, Jordi González, Eduardo Miguel |
| author_sort | Solbes, Jordi |
| collection | OJS |
| description | The research has to do with the influence of participation in educational research on the quality of experimental science teachers’ teaching from Argentina and Spain. In order to know these teachers’ educational practice, a three-fold way was used: a questionnaire, a semi-structured interview, and class observation with six sections and 34 items. The research was carried out with 55 teachers from Spain and 23 from Argentine, and showed how, despite the differences both in teachers’ educational background and educational contexts in both countries, intensive didactic training and its implementation through research (whether in dissertations, master final theses, or other researches), favors a teaching practice with a wider constructivist orientation. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-4166 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2016 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-41662019-02-26T14:48:24Z Contributions to the training of constructivist teachers: results in two countries Aportes a la formación del profesorado constructivista: resultados en dos países Apports à la formation du professorat constructiviste: résultats dans deux pays Aporte à formação do professorado construtivista: resultado em dois países Solbes, Jordi González, Eduardo Miguel pedagogical content knowledge training teaching. conocimiento didáctico del contenido formación práctica docente. connaissance didactique du contenu formation pratique d’enseignement. conhecimento didático do conteúdo formação prática docente. pratique d’enseignement. The research has to do with the influence of participation in educational research on the quality of experimental science teachers’ teaching from Argentina and Spain. In order to know these teachers’ educational practice, a three-fold way was used: a questionnaire, a semi-structured interview, and class observation with six sections and 34 items. The research was carried out with 55 teachers from Spain and 23 from Argentine, and showed how, despite the differences both in teachers’ educational background and educational contexts in both countries, intensive didactic training and its implementation through research (whether in dissertations, master final theses, or other researches), favors a teaching practice with a wider constructivist orientation. La investigación aborda la influencia que tiene la participación en la investigación educativa en la calidad de la enseñanza de docentes de ciencias experimentales de Argentina y España. Se han utilizado tres vías de acceso a la actividad educativa de dichos docentes: un cuestionario, una entrevista semiestructurada y la observación de clases, con seis apartados y 34 ítems. La investigación, llevada a cabo con 55 docentes de ciencias españoles y 23 argentinos, pone de manifiesto cómo, a pesar de la diferencia de trayectoria formativa de los docentes y de contexto educativo en ambos países, la formación didáctica intensiva y la puesta en práctica de la misma mediante investigaciones (ya sea en tesis doctorales, trabajos finales de maestría u otras investigaciones), favorece una práctica docente del profesorado con una orientación más constructivista. L’enquête traite de l’influence que la participation dans la recherche éducative peut avoir dans la qualité de l’enseignement des enseignants de sciences expérimentales en Argentine et en Espagne. On a utilisé trois voies d’accès à l’activité éducative de ces enseignants: un questionnaire, une entrevue semi-structurée et une observation des cours, avec six points et 34 éléments.L’enquête réalisée auprès de 55 enseignants de sciences espagnols et 23 argentins, met en évidence, malgré les différences de parcours de formation des enseignants et du contexte éducatif dans chacun des pays, comment la formation didactique intensive et la mise en pratique de celle-ci moyennant des recherches, (qu’il s’agisse de thèses doctorales, de travaux finaux de maîtrise ou autres recherches), favorise une pratique d’enseignement du professorat avec une orientation plus constructiviste. A pesquisa aborda a influência que a participação na pesquisa educativa tem na qualidade do ensino de professores de ciências experimentais da Argentina e da Espanha. Tem-se utilizado três vias de acesso a atividade educacional dos professores: um questionário, uma entrevista semiestruturada e uma observação de aulas, com seis apartados e 34 itens. A pesquisa feita com 55 professores espanhóis de ciências e 23 argentinos, põe no palco como, embora as diferenças de trajetória formativa dos professores e de contexto educativo nos dois países, a formação didática intensiva feita mediante pesquisas (já seja em teses doutorais, trabalhos finais de mestrado ou outras pesquisas), favorece uma prática docente do professorado com uma orientação mais construtivista. Universidad Pedagógica y Tecnológica de Colombia 2016-01-04 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/4166 10.19053/22160159.4166 Praxis & Saber; Vol. 7 No. 13 (2016): Prácticas, Saberes y Sujetos; 63 - 88 Praxis & Saber; Vol. 7 Núm. 13 (2016): Prácticas, Saberes y Sujetos; 63 - 88 Praxis & Saber; Vol. 7 No 13 (2016): Prácticas, Saberes y Sujetos; 63 - 88 Praxis & Saber; V. 7 N. 13 (2016): Prácticas, Saberes y Sujetos; 63 - 88 Praxis & Saber; v. 7 n. 13 (2016): Prácticas, Saberes y Sujetos; 63 - 88 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/4166/3592 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/4166/html |
| spellingShingle | pedagogical content knowledge training teaching. conocimiento didáctico del contenido formación práctica docente. connaissance didactique du contenu formation pratique d’enseignement. conhecimento didático do conteúdo formação prática docente. pratique d’enseignement. Solbes, Jordi González, Eduardo Miguel Contributions to the training of constructivist teachers: results in two countries |
| title | Contributions to the training of constructivist teachers: results in two countries |
| title_alt | Aportes a la formación del profesorado constructivista: resultados en dos países Apports à la formation du professorat constructiviste: résultats dans deux pays Aporte à formação do professorado construtivista: resultado em dois países |
| title_full | Contributions to the training of constructivist teachers: results in two countries |
| title_fullStr | Contributions to the training of constructivist teachers: results in two countries |
| title_full_unstemmed | Contributions to the training of constructivist teachers: results in two countries |
| title_short | Contributions to the training of constructivist teachers: results in two countries |
| title_sort | contributions to the training of constructivist teachers results in two countries |
| topic | pedagogical content knowledge training teaching. conocimiento didáctico del contenido formación práctica docente. connaissance didactique du contenu formation pratique d’enseignement. conhecimento didático do conteúdo formação prática docente. pratique d’enseignement. |
| topic_facet | pedagogical content knowledge training teaching. conocimiento didáctico del contenido formación práctica docente. connaissance didactique du contenu formation pratique d’enseignement. conhecimento didático do conteúdo formação prática docente. pratique d’enseignement. |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/4166 |
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