Comunidad de desarrollo profesional de docentes en formación inicial que incorporan recursos TIC en la enseñanza de la química

Abstract

The results of a research focused on identifying the interactions that occur within a professional development community of teachers in initial training, focused on the didactic incorporation of ICT resources for the teaching of chemical change in secondary school are presented. Initially, a reflection is presented on the "naivety" that is usually evidenced when teachers decide to incorporate ICT into their educational exercises, in which, according to the literature, they usually pay more attention to aspects of technological design, which can be considered innovative and striking, leaving aside the essential aspects that can support or guide learning. This situation is implicitly promoted by multiple "training" programs (vs. training) that are developed within governmental and academic offices, in which the importance of the technological aspect is prioritized over those factors that will allow teachers to permeate their practices with the acquired knowledge. Considering that we are in the second decade of the 21st century, and that many practicing teachers have been trained from universities in the midst of technological development, it is worth asking how initial teacher training promotes the use and appropriation of ICT for teaching. The answer focuses on the fact that it is very difficult to get the novice teacher to put into practice what he/she has not learned in his/her initial training, and in the case of ICTs, it is a matter of concern that the use of these tools is not as massive and impactful as it should be. Within the theoretical references and foundations, 5 sections are presented: the relationship between ICT and society, described from the relationship between education and ICT; ICT and the teaching of chemistry, identifying the main contributions from the experiences of incorporation; the training of science teachers in ICT, recognizing current proposals in the field mediated by development communities (CODEP-FI); the teaching of chemistry, as an excuse for the digital training of students and teachers; and a frame of reference on the didactic design. Each of these sections present different constructions that support the research orientations, in terms of allowing a traceability of the different published examples that are correlated from each of the references. In order to provide answers and fulfill the objectives presented, a methodology oriented from the paradigmatic positioning is approached from a sociocritical and participative posture in which the two research approaches are accommodated: the educational design research and the case study. The CODEP-FI generated for the research, formed by a group of students in their last semesters of chemistry degree at the Universidad Distrital, is then regulated from different iterative cycles that promote the refinement of the products generated in this dynamic, which are the same input of the evaluation, feedback and self-management exercise of the CODEP-FI. Considering that CODEP-FI is a group of people who, in a grouped manner, will carry out the processes of the SDI dynamics, the case is understood as the didactic interactions that occur in the learning process on the didactic incorporation of ICT resources, and one of the groups (group 1) that make up CODEP-FI is the unit of analysis for the proposed case. By integrating the three principles that guide the case study (number of cases, unit of analysis and research objectives) and taking into account that the intention of this research is to understand, but at the same time transform teachers' practices, by understanding the relationships that emerge between what teachers know, what they are invited to reflect and design, and how they link it to their training; having multiple inclusive units of analysis, the case approached is conceived as: multiple inclusive explanatory/transformative. The intervention carried out is developed through the application of a didactic unit whose purpose is to offer didactic and technological tools for the design, selection and evaluation of processes of incorporation of ICT to didactic activities focused on the teaching of chemical change to high school students, as part of the initial training of future graduates. The instruments used for data collection were designed and adapted to recognize, through content analysis, the interactions generated within CODEP-FI and within each subgroup of teachers in initial training (PFI). These instruments include: participant observations; questionnaires with Likert scale and open-ended questions; focus group interviews and content analysis of multiple products developed by CODEP-FI. The qualitative information obtained was organized and managed using NVivo® software and some quantitative data (Likert scales) were processed using SPSS® software, allowing the analysis in different orders of the different results. The pre-analysis phase of the results allowed the construction of 5 categories from which the different instruments are analyzed: Community Aspects; Didactic Design Aspects; Technological Aspects; Disciplinary Aspects; and Historical-Epistemological Aspects. The wide variety of documents analyzed allows identifying the most important interactions among CODEP-Fi members when generating their didactic designs, which at the beginning of the intervention are characterized by an inadequate selection of ICT support, lack of planning, poorly written objectives and overall a lack of coherence between what is planned and what is executed. Through the didactic design exercise, conceptual (didactic, technological and disciplinary) and methodological tools are offered, which strengthen different skills of the PFIs, evidenced from the activities and didactic units developed by each group within the CODEP-FI, which together with different processes of co-evaluation and self-regulation allow answering the research questions and achieving the proposed objectives. The data and evidence presented in this research ratify the need to consider, from a broader point of view, the ICT training received by chemistry teachers in recent years, if they are expected to have the technological capacity to face the different challenges of ICT-mediated education.