Planning Teaching Strategies and Cognitive Processes in a Group of Primary School Teachers
Guardado en:
| Autores: | , |
|---|---|
| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2019 |
| Descripción: | The objective of this article is to identify cognitive processes used in lesson planning among a group of 7 primary school teachers in Bogotá, Colombia, based on semi-structured interviews and content analysis. Lesson planning can be understood as a process allowing cognitive representation of teaching and reflection for developing one´s own pedagogical approach. According to our results, cognitive processes used in planning teaching strategies serve as a representational reference for the teacher which influences pedagogical development among students. It is acknowledged that teacher planning, to a large extent, is a representational process with an underlying cognitive and pedagogical design, subject to each teacher´s own context and experience. These are elements that, in turn, can be recognized and fostered by the institution to promote innovative perspectives within pedagogical practice. |
| País: | Portal de Revistas UCR |
| Institución: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Lenguaje: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/29798 |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/educacion/article/view/29798 |
| Access Level: | acceso abierto |