Conocimiento didáctico del contenido y enseñanza de la filosofía

Abstract

Se presentan los resultados del proyecto de investigación Balance de la enseñanza de la filosofía en Colombia entre práctica y experiencia, a partir de problematizaciones epistemológicas que delimitan el objeto de la didáctica general y del encuentro con el emergente conocimiento didáctico del contenido [CDC], que plantea la necesidad de configurar una didáctica de la filosofía y sus conceptualizaciones. Se utiliza el modelo de Park y Oliver para analizar el CDC en clases de filosofía. La intención es valorar la pertinencia de este modelo en la enseñanza de la filosofía y encontrar potencialidades y limitaciones al ejecutar un modelo que evidencie el saber filosófico que circula en los espacios y tiempos de formación, lo cual permite reconsiderar el modelo mismo y modificarlo en función de la filosofía como un campo de saber escolarizado.

La disertación como estrategia para la enseñanza de la filosofía

“…La enseñanza de la filosofía desde la perspectiva francesa, inicialmente, consistía en la lectura, comentario de textos filosóficos, y disertación, que permitía a los estudiantes realizar una exposición argumentativa sobre un tema o cuestión problemática, y comparar la postura de distintos filósofos (Gómez, 2008;Mariño et al, 2016;Cruz et al, 2020a). En este sentido, el objetivo de la enseñanza de la filosofía en el nuevo mundo fue formar sujetos con pensamiento crítico, capaces de intervenir la realidad.…”

Prior knowledge of students: essential aspects that a nursing expert professor identifies, interprets, and organizes to foster learning

“…The development of teaching expertise is a central topic of current discussion in nursing education. It has been shown that, for nursing teaching practice, clinical experience 1 or postgraduate training in education (masters or doctoral degrees) are not enough by themselves, 1 , 2 since general didactics does not cover the specificities necessary to teach the concepts inherent to each discipline. 2 The role of the nursing professor implies not only having professional practice competence, which is what provides knowledge on the subject, but also developing knowledge and skills regarding the specific ways nursing is taught, learned, and evaluated; 1 since, as any other discipline, it requires specific knowledge that responds to its own pedagogical needs.…”

“…It has been shown that, for nursing teaching practice, clinical experience 1 or postgraduate training in education (masters or doctoral degrees) are not enough by themselves, 1 , 2 since general didactics does not cover the specificities necessary to teach the concepts inherent to each discipline. 2 The role of the nursing professor implies not only having professional practice competence, which is what provides knowledge on the subject, but also developing knowledge and skills regarding the specific ways nursing is taught, learned, and evaluated; 1 since, as any other discipline, it requires specific knowledge that responds to its own pedagogical needs. This is the Pedagogical Content Knowledge (PCK), which, according to Shulman 3 represents “the blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners.” PCK analysis allows establishing the relationship that exists between scientific, pedagogical and didactic knowledge in the teaching of any discipline, 4 and it is easily identifiable in an expert professor, 3 who stands out for having extensive knowledge about the topics, about the strategies for teaching them, and about the students and their prior knowledge 4 , to transform them into pedagogical representations and actions.…”

“…In recent years, PCK has been studied in education sciences 4 - 6 and in higher education, 2 , 7 - 10 to understand the construction of expert teaching knowledge 4 , 6 - 8 and the most appropriate PCK models in specific fields. 2 , 4 , 5 , 7 Although some of these studies 6 , 9 , 10 have considered pedagogical practice in relation to learners, more empirical evidence is still needed, particularly in nursing, in order to understand the aspects of PCK that contribute to learning in the context of the pedagogical interaction between professors and learners.…”

“…In recent years, PCK has been studied in education sciences 4 - 6 and in higher education, 2 , 7 - 10 to understand the construction of expert teaching knowledge 4 , 6 - 8 and the most appropriate PCK models in specific fields. 2 , 4 , 5 , 7 Although some of these studies 6 , 9 , 10 have considered pedagogical practice in relation to learners, more empirical evidence is still needed, particularly in nursing, in order to understand the aspects of PCK that contribute to learning in the context of the pedagogical interaction between professors and learners. 10 Given the above and recognizing the intellectual, relational, and emotional nature of PCK, 11 the need to deepen the knowledge in real time of the dialogic-reflexive processes, between the disciplinary and pedagogical knowledge of the professor in nursing education and between these and the student’s learning, was identified.…”