REFLEXIÓN, FORMACIÓN INICIAL Y MODELO INTERCONECTADO DE CRECIMIENTO PROFESIONAL DOCENTE. UN ESTÚDIO DE CASO

Guillermo Cutrera; María Basilisa García

doi:10.22481/rbba.v10i02.9507

Authors

Guillermo Cutrera Facultad de Ciencias Exactas y Naturales. Universidad Nacional de Mar del Plata https://orcid.org/0000-0001-8452-4538
María Basilisa García Facultad de Ciencias Exactas y Naturales, Universidad Nacional de Mar del Plata, Mar del Plata, Buenos Aires https://orcid.org/0000-0002-4282-6957

DOI:

https://doi.org/10.22481/rbba.v10i02.9507

Keywords:

Initial teacher training, Interconnected Model of Teacher Professional Growth, Teacher reflection, Pedagogical Content Knowledge

Abstract

Several studies have warned about the comparatively little impact that initial training has on professional activity in reference to other training instances related to teachers professional development. In this work, we used the Interconnected Model of Teacher Professional Growth (IMTPG) to evidence changes in a future Chemistry teacher professional knowledge during her learning experience at the General and Special Didactics subject, belonging to the Chemistry Teacher Carreer. Contextualizing the IMTPG research proposal from the proposed Domains, we identify the central instruments that illustrate changes that the student is able to recognize during a stage of her initial training, restoring those recognized changes from different Pedagogical Content Knowledge (PCK) aspects. The results obtained enable us to highlight modifications in some components of the student PCK according to the specific type of device used. In the end, we discussed the scope of the results obtained from this work, considering the use of the IMTPG within an innovative training context with regards to those methods that have been traditionally used in research carried out in this field.

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