El contexto cultural en las prácticas educativas de profesores de ciencias del sector rural: perspectivas para el modelo de formación por cambio didáctico

Abstract

The problem that arises in this research is directly related to the need to consider other models of teacher qualification and training, particularly teachers of natural sciences in the rural sector, that take into account and are relevant to the diversity and cultural contexts of the country, Which should be considered as a potential factor for the teaching of science. It is developed with natural science teachers from the rural sector of the Department of Cundinamarca. The research was approached from the approach and characteristics of qualitative research. In order to obtain the information, different instruments were used: questionnaire, interviewer situations, interview and non-participant observation. A model of accompaniment and intervention was implemented with a teacher who privileged personal reflection, dialogue and collaborative work. This model favored in the teacher didactic mobilizations in some of the studied aspects.