Examinando por Materia "Profesores de ciencias en formación inicial"
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Ítem Estrategias metodológicas para la identificación y análisis de concepciones de profesores en formación inicial, acerca de la enseñanza de las ciencias desde el enfoque intercultural, en el contexto colombianoRoa Rincón, Estefany; Mariño Blanco, Laura Daniela; Mosquera Suárez, Carlos JavierThis research is part of the project: Interculturality, science education and science teacher training: reflections and guidance in the Colombian context, and responds to the third objective of the doctoral thesis: Conceptions and practices of science teachers in initial training, in relation to the intercultural approach in the teaching of science, of the candidate for Dr. Marisol Uribe Pérez.Through this research, the importance of studying in depth methodological strategies that allow the analysis of the conceptions of teachers in initial formation, about the teaching of science from the intercultural approach, in the Colombian context is highlighted. For which, in addition to methodological aspects, aspects were addressed from the conceptual context, in order to characterize the conceptions of teachers in initial training linked to the teaching practice of nine degree programs in sciences of Colombia; contrasting their meanings with those of other researchers.This, taking into account that societies around the world are characterized by a diversity of knowledge that can not be unknown in school. This diversity is not alien to a plurietnico and multicultural country like Colombia. Taking into account the above, it is important to study the conceptions of teachers in training, in order to highlight possible strengths and aspects to improve in the training of science teachers and in the education system in general, from the intercultural approach.In this sense, the question that guides this research is the following: What methodological strategies contribute to identify and analyze conceptions about the teaching of science from the intercultural approach, in teachers in initial training? To address this problem, a qualitative research was carried out, based on the Epistemology of the known subject and the Epistemology of the knowing subject, through a collective case study, which allowed to deepen into the particularities and generalities that respect the teaching of the sciences from the intercultural approach, found in each degree program, respecting the place of enunciation of the subject.For the collection of data, an individual interview was used for situations and an in-depth collective interview. From its triangulation, it was possible to establish categorical conclusions of emergent type that arose from the implementation of the methodological design proposed by the candidate to Dr. Marisol Uribe Pérez. From which emerged six categories that characterize the conceptions of teachers, which are: conceptions about the meaning of interculturality; conceptions about the teaching of science from the intercultural approach; ethical, philosophical conceptions of the family and cultural context of the teacher in initial formation; critical and decolonial conceptions; conceptions about science; and conceptions about different types of knowledge to explain the natural world and its relation to the teaching of science. 957/5000 On the other hand, by means of theoretical triangulation it was possible to conclude that, in the conceptions of the participating teachers, there are two tendencies; the first are conceptions close to critical interculturality, and the second are conceptions closer to multiculturality or functional interculturality. In addition, teachers in training recognize the existence of other ways of knowing, different from Western science, and their importance in the teaching and learning processes, highlighting the existing relationship between the cultural context and the knowledge constructed by the students, so which, propose different strategies for teaching science from the intercultural approach; while admitting that the main obstacles in the implementation of these strategies are the curricula and the standardized evaluations that favor the hegemony of western scientific knowledge in the school.It should be noted that, with the above, it is not intended to ignore the validity of Western science, but to build a science education based on different ways of seeing the world, which makes it possible to cross cultural borders, epistemic plurality and a dialogue of authentic knowledge. With the theoretical and methodological aspects addressed in this research, we seek to support future research as a frame of reference and contribute to expanding the body of knowledge that has been built from the DIDAQUIM research group.