THE FIELD OF TEACHING INTERNSHIP IN INITIAL TRAINING. A DESCRIPTIVE STUDY OF A CURRICULAR PROPOSAL FOR NATURAL SCIENCES TEACHER TRAININGS
DOI:
https://doi.org/10.22481/rbba.v1i02.7793Keywords:
Teacher training, Interconnected model of teacher professional growth, Study plansAbstract
In this extract we present and describe the projected changes in the curricular structure for the faculties FCEyN-UNMdP, in the context of the process of accreditation in which the academic unit is inscribed. Among the different areas in which the proposal is structured, we focused on the Field of Practical Formation where the changes of greater significance are presented in relation to the current syllabus. We also present a device for the follow-up of formative developments in this Field, taking into account their insert in institutions of a given educational level. Finally, we exemplify the results of a broader investigation centered in the follow-up of a future Chemistry teacher.
Downloads
References
ALLIAUD, A. La biografía escolar en el desempeño de los docentes. En: SEMINARIO PERMANENTE DE INVESTIGACIÓN DE LA ESCUELA DE EDUCACIÓN DE LA UDESA. 11 de junio de 2007. Buenos Aires. Argentina.
BAENA, M.D. Pensamiento y acción en la enseñanza de las ciencias. Enseñanza de las Ciencias, v. 18, n. 2, p. 217-226, 2000.
CARLSON, J., & DAEHLER, K. R. The refined consensus model of pedagogical content knowledge in science education. In HUME, A.; COOPER, R.; & BOROWSKI, A. Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching. Springer, Singapore, 2019. p. 77-92.
CHENG, M. M. H.; TANG, S. Y.; CHENG, A. Y. N. Practicalising theoretical knowledge in student teachers’ professional learning in initial teacher education. Teaching and Teacher EDUCATION, v. 28, n. 6, p. 781-790, 2012.
CLARKE, D.; HOLLINGSWORTH, H. Elaborating a model of teacher professional growth. Teaching and Teacher Education, v. 18, n. 8, p. 947-967, 2002.
COCHRAN-SMITH, M.; LYTLE, S. L. Relationships of Knowledge and Practice: Teacher Learning in Communities. Review of research in education, 24, p. 249-305, 1999.
COENDERS, F.; VERHOEF, N. Lesson study: professional development (PD) for beginning and experienced teachers. Professional development in education, v. 45, n. 2, p. 217-230, 2019.
DAY, C. Developing teachers: The challenges of lifelong learning. Routledge, 2002.
Fogarty, R. Ten ways to integrate curriculum. Educational leadership, v. 49, n. 2, p. 61-65, 1991.
DEWEY, J. Cómo pensamos: nueva exposición de la relación entre pensamiento y proceso educativo. Barcelona: Paidós, 1989.
GUSKEY, T. R. Professional development and teacher change. Teachers and Teaching, v. 8, n. 3, p. 381-391, 2002.
HARDEN, R. M. The integration ladder: a tool for curriculum planning and evaluation. Medical Education, v. 34, n. 7, p. 551-557, 2000.
HERRERA GONZÁLEZ, J. D.; MARTÍNEZ RUIZ, Á. El saber pedagógico como saber práctico. Pedagogía y saberes (49), p. 9-26, 2018.
HONG, J. Y. Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, v. 26, n. 8, p. 1530-1543, 2010.
JUSTI, R.; VAN DRIEL, J. The use of the interconnected model of teacher professional growth for understanding the development of science teachers’ knowledge on models and modelling. Teaching and Teacher Education, v. 22, n. 4, p. 437-450, 2006.
LOUGHRAN, J., MULHALL, P & BERRY, A. Understanding and Developing Science Teachers’ Pedagogical Content Knowledge. (2da ed.). The Netherlands: Sense Publishers, 2012.
MAINER BAQUÉ, J. La profesionalización docente en perspectiva crítico-genealógica. El caso español. Revista RBBA Vitória da Conquista v. 8, n 2, p. 80-94, 2019.
PERRENOUD, P. (2004). Desarrollar la práctica reflexiva en el oficio de enseñar: profesionalización y razón pedagógica (Vol. 1): Graó.
SANJURJO, L. (2009). Razones que fundamentan nuestra mirada acerca de la formación en las prácticas. In SANJURJO, L. Los dispositivos para la formación en las prácticas profesionales. Homo Sapiens. Rosario. Argentina, 2009, p. 15-43.
SCHÖN, D. (1998). El profesional reflexivo: cómo piensan los profesionales cuando actúan. Barcelona: Paidós
WILSON, C. D.; BOROWSKI, A.; VAN DRIEL, J. (2019). Perspectives on the Future of PCK Research in Science Education and Beyond In HUME, A.; COOPER, R.; & BOROWSKI, A. Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching. Springer, Singapore, 2019. p. 289-300.
YAYLI, D. Theory–practice dichotomy in inquiry: Meanings and preservice teacher–mentor teacher tension in Turkish literacy classrooms. Teaching and Teacher Education, 24(4), p. 889-900, 2008.
