Expectativas y concepciones de los estudiantes del MAES en la especialidad de Ciencias

Analysis of Science and Technology Pre-service Teachers’ Beliefs on the Construction of the Teachers’ Professional Identity during the Initial Training Process

“…There is also convergence of results around the aspects that contribute to the construction of TPI during the initial teacher training. This similarity has also been observed in other previous works related to the beliefs of such groups around various aspects of teaching activity (Solís et al, 2013) and around the teaching processes (Pontes, Poyato, & Oliva, 2018). These results can be better understood considering that the previous experience as students and the academic training received by such groups is similar during Secondary Education.…”

“…Both approaches contain ideas that serve as a basis for the elaboration of the theoretical framework of this research project. Likewise, these approaches converge with other lines of work focused on advancing towards Desirable Professional Practical Knowledge (Solís, Martín, Rivero, & Porlán, 2013) or on the Development of effective teaching competences (García-Carmona, 2013), because they also grant importance to reflection and debate on practical problems of interest to teachers, which allow to express their beliefs about the teaching profession and favour the evolution of their personal conceptions of educational processes (Rodriguez-Arteche & Martínez-Aznar, 2018).…”

“…Numerous studies regarding educational beliefs have shown that teachers from the area of Science and Technology have ideas, attitudes and motivations concerning teaching, learning and other aspects of education that have an important influence on the construction of the professional knowledge required in order to teach (Alabdulkareem, 2016;Kind, 2016;Shatunova, et al, 2018;Solís, Martín, Rivero, & Porlán, 2013;Taylor & Booth, 2015).…”

Conocimiento pedagógico del contenido para la enseñanza del tema mitosis: un estudio de casos con docentes universitarios de Argentina

“…Sus concepciones sobre el aprendizaje de la mitosis son reproductivas y sus estrategias de enseñanza facilitan aprendizajes de igual carácter. El examen detallado de los datos recogidos y su contraste con las características de los modelos didác-ticos según Solís Ramírez et al (2009) mostró las mayores coincidencias respecto del modelo didáctico tradicional. Este modelo ha sido considerado como un factor que influye fuertemente en la visión del profesor acerca los otros componentes del CDC, i.e.…”

“…De acuerdo a estos autores, el primer componente del CDC representa la manera general de conceptualizar la enseñanza de las ciencias. En nuestros estudios hemos utilizado como marco referencial de este componente a una caracterización de los modelos didácticos en función de la concepción curricular y epistemológica propuesta por Solís Ramírez et al (2009). En esta tipificación se identifican cuatro modelos: tradicional o transmisivo, tecnoló-gico, activista o espontaneísta e investigativo.…”