Progressions in the Understanding of Pedagogical Concepts in Teachers in Advanced Formation

 

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Opis bibliograficzny
Autorzy: Guzmán-Rodríguez, Rosa Julia, Cifuentes-Garzón, José Eduardo
Format: artículo
Status:Versión publicada
Data wydania:2023
Opis:Objective. This study aims to identify the differences in the thinking paths used to appropriate pedagogical concepts by students with or without initial university education. These paths were implemented in a course on teaching comprehension (TFC) in the Master’s Degree in Pedagogy program at a Colombian university. Methodology. This qualitative research was conducted through surveys, field journals, and thinking routines administered to fifty-eight students across three cohorts (2013-2014) enrolled in the Master’s degree in pedagogy. They participated in the TFC contest. Results. The study found differences in the paths to building pedagogical concepts (teaching, learning, didactics, evaluation, comprehension and research in the classroom) between those who obtain the master’s degree with previous formation in education and those who do not have such formation. Conclusions. Knowledge of these differences constitutes a contribution to the design of advanced teacher training programs. On the other hand, the thinking paths are based on theoretical and practical reflections on the student and the teacher-learner relationship.
Kraj:Portal de Revistas UNA
Instytucja:Universidad Nacional de Costa Rica
Repositorio:Portal de Revistas UNA
Język:Español
Inglés
Portugués
OAI Identifier:oai:ojs.www.una.ac.cr:article/17184
Dostęp online:https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/17184
Słowo kluczowe:Advanced formation
learning
track records
thinking
Formación avanzada
aprendizaje
trayectorias
pensamiento
Formação avançada
aprendendo
trajetórias
pensamento