Perfiles del pensamiento docente a partir de su concepción sobre preparar clase de ciencias naturales

Abstract

This research characterizes profiles of the thinking in a group of natural science teachers based on the conceptions, principles, or ideas they have about the action of "preparing classes" aiming to contribute to the understanding of what this means, to open paths that enrich the practice pedagogical. We start from the assumption that science teaching requires transformations that allow the teacher to abandon transmissionist pedagogical practices, and opt for a contextualized and pertinent teaching exercise contributing to the growth of students as integral human beings. We selected a population of thirty-eight (38) teachers, with different levels of training, in charge of teaching natural sciences. They participated in the virtual course "Exploring experimentation in science teaching" convened by the Physics Teaching and Learning Group (GEAF), a space in which they were interested in participating. A qualitative methodology was carried out framed in the principles of the interpretive paradigm, specifically resorting to discourse analysis as a data collection and analysis strategy. The instrument was a survey asking to teachers to give their opinions freely, about problem situations designed as hypothetical cases. Therefore, their level of empathy with the proposed cases was studied. For data analysis we use Atlas. ti, and Excel. Results show that research on the teaching exercise allows analyzing different ways of assuming the science teaching; also indicating that most teachers rely on various resources, but their teaching model is still focused on the transmission of content and, the act of preparing the class has little dedication. It is highlighted that some teachers worry about the design of “more participative” classes without there being complete clarity about this meaning. In general, there is no evidence of teaching-research trends, but rather of the fulfillment of certain duties demanded by the teaching profession. Finally, some characteristic teacher profiles were identified when preparing the class: the conformist/routine, the anachronistic, the improviser, and the researcher.