Planning Teaching Strategies and Cognitive Processes in a Group of Primary School Teachers
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| Nhiều tác giả: | , |
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| Định dạng: | artículo original |
| Trạng thái: | Versión publicada |
| Ngày xuất bản: | 2019 |
| Miêu tả: | 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. |
| Quốc gia: | Portal de Revistas UCR |
| Tổ chức giáo dục: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Ngôn ngữ: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/29798 |
| Truy cập trực tuyến: | https://revistas.ucr.ac.cr/index.php/educacion/article/view/29798 |