El pensamiento del profesor sobre el conocimiento de los alumnos
DOI:
https://doi.org/10.12795/IE.1994.i22.05Abstract
Este artículo describe y analiza las concepciones de dos profesores de primaria sobre el conocimiento de los alumnos. Un maestro se sitúa en una perspectiva constructivista de la enseñanza y aprendizaje de las ciencias, mientras que el otro profesor, aunque desarrolla una práctica tradicional, incorpora ciertos elementos de un "constructivismo simplificado". Son, de ese modo, datos empíricos derivados de un estudio de casos en el que se aplican un conjunto de técnicas etnográficas a lo largo del desarrollo de la investigación. Tales resultados poseen implicaciones relevantes para la formación del profesorado en el actual contexto de reforma educativa.
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References
HEWSON. P.W. and HOLLON, R. (1994). Connecting thought and action in high school science classrooms. Wisconsin Center for Education Research, University of Wisconsin-Madison.
LOPEZ, J.I. (1994). Las concepciones de los profesores sobre los procesos de enseñanza-aprendizaje de las ciencias: un estudio de casos. Memoria de Tercer Ciclo (inédita). Universidad de Sevilla.
PORLAN, R. y LOPEZ, J.I (1993). Constructivismo en Ciencias: pensamiento de los alumnos "versus" pensamiento de los profesores. Qurriculum, 6-7.
PRAWAT. R. (1992). Teachers' beliefs about teaching and learning: a constructivist perspective. American Journal of Education, Vol. 100, no 3, 354-395.
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Accepted 2019-03-14
Published 2021-05-09
- Abstract 174
- PDF (Español (España)) 62
