Diagnóstico de la cultura participativa de docentes de formación inicial en la Facultad de Ciencias y Educación de la Universidad Distrital Francisco José de Caldas

Abstract

This internship was done as part of the research entitled "The argument technologically supported as a strategy for collaborative learning and participatory culture of teachers initial training". Likewise it was developed with the objective of diagnosing the participatory culture of teachers of initial training in the area of Social Sciences, within Faculty of Science and Education of the University Francisco José de Caldas. Additionally, the methodology used in this internship was exploratory and descriptive approach, and hermeneutical approach as part of the qualitative method. Moreover, the techniques used were participant observation and discussion groups. Furthermore, it was developed the bibliographic collection of participatory culture that informed analysis of argumentative maps developed in the software Digalo and all the interviews. The theoretical framework of participatory culture was specified in seven categories: agents, processes, levels, skills, attitudes, media and mediations and the role of teachers. Finally, the conclusions to complete this internship consider as possible a construction and stimulation of participatory culture in teacher’s initial training based on collaborative work, skills and positive attitudes, the role of teachers and teaching strategies and learning supported technologically.