Adaptación del instrumento metodológico de la representación del contenido (ReCo) al marco teórico del CTPC
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Universidad Distrital Francisco José de Caldas
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Desde mediados de la década de los ochenta, la comunidad de educación en ciencias se ha interesado en que los profesores identifiquen y desarrollen el conocimiento pedagógico del contenido (CPC). Para ello, se han diseñado programas de educación desde una perspectiva por “orientación reflexiva”, estructurados a partir de un conjunto de actividades de formación cuyas tareas se centran en la práctica del diseño de ambientes de aprendizaje de contenidos específicos, en los cuales el instrumento metodológico de la representación del contenido (ReCo) ha jugado un papel crítico. La estructura lógica de este brinda la posibilidad a los profesores de tomar conciencia de los elementos teóricos y metodológicos que fundamentan el CPC. Por otro lado, con la emergencia al primer plano de las tecnologías digitales como instrumento de representación de los contenidos y gestión efectiva del aula, se genera la necesidad de transformar el constructo del conocimiento pedagógico del contenido (CPC) a conocimiento tecnológico y pedagógico del contenido (CTPC). En este sentido, resulta pertinente adaptar la estructura epistemológica de la ReCo al marco teórico del emergente constructo del CTPC, con el fin de que este instrumento continúe siendo utilizado como una heurística clave en los programas de educación donde la práctica del diseño de ambientes de aprendizaje resulta importante para el desarrollo profesional de los profesores. Desde luego, la adaptación de la ReCo a la perspectiva del CTPC viene acompañada por una conceptualización de cad uno de los 12 ítems que la configuran con el fin de ilustrar a los enseñantes durant el desarrollo de estos.
Since the middle of the eighties the community in science education has been interested in teachers to identify and develop the Content Pedagogical Knowledge (PCK). To this end, it has designed educational programs from a “reflective orientation” perspective structured from a set of training activities whose tasks are focused on the practice of designing specific content learning environments, where the methodological instrument of the Representation of Content (CoRe) has played a critical role. The logical structure of it provides the possibility for teachers to become aware of the theoretical and methodological elements that underpin the PCK. On the other hand, with the emergence of digital technologies as an instrument for representing content and effective management of the classroom, the need to transform the construct of the Content Pedagogical Knowledge (PCK) to the Technological and Pedagogical Knowledge of the content is generated (TPCK). In this sense, it is pertinent to adapt the epistemological structure of the CoRe to the theoretical framework of the emerging construct of the TPCK, in order that this instrument continue to be used as a key heuristic in education programs where the practice of designing environments Learning is important for the professional development of teachers. Of course, the adaptation of the CoRe to the perspective of the TPCK is accompanied by a conceptualization of each of the twelve items that configure it, in order to illustrate the teachers during their development.
Since the middle of the eighties the community in science education has been interested in teachers to identify and develop the Content Pedagogical Knowledge (PCK). To this end, it has designed educational programs from a “reflective orientation” perspective structured from a set of training activities whose tasks are focused on the practice of designing specific content learning environments, where the methodological instrument of the Representation of Content (CoRe) has played a critical role. The logical structure of it provides the possibility for teachers to become aware of the theoretical and methodological elements that underpin the PCK. On the other hand, with the emergence of digital technologies as an instrument for representing content and effective management of the classroom, the need to transform the construct of the Content Pedagogical Knowledge (PCK) to the Technological and Pedagogical Knowledge of the content is generated (TPCK). In this sense, it is pertinent to adapt the epistemological structure of the CoRe to the theoretical framework of the emerging construct of the TPCK, in order that this instrument continue to be used as a key heuristic in education programs where the practice of designing environments Learning is important for the professional development of teachers. Of course, the adaptation of the CoRe to the perspective of the TPCK is accompanied by a conceptualization of each of the twelve items that configure it, in order to illustrate the teachers during their development.
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PCK, TPCK, training programs, CPC, CTPC, programas de formación