Principios de desarrollo profesional docente construidos por y para profesores de ciencia: Una propuesta sustentable que emerge desde la indagación de las propias prácticas*

CORINA URSULA GONZALEZ WEIL, Melanie Gómez Waring, Germán Ahumada Albayay, Paulina Bravo González, Exequiel Salinas Tapia, Damián Avilés Cisternas, José Luis Pérez, Jonathan Santana Valenzuela

Resultado de la investigación: Contribución a una revistaArtículorevisión exhaustiva

5 Citas (Scopus)

Resumen

The transformation of teaching practices in the area of sciences, both at school and university levels (including initial training), is an urgent need if we intend to achieve scientific literacy in the population. This study shows a proposal of five principles for teacher professional development in sciences, emerged from the collaborative inquiry of self-practices in a group of primary, secondary and university teachers, who have been working together for four years in a professional development process. These principles include the construction of a common vision on the purpose for teaching sciences; the inquiry of practices starting from the distinctive features of scientific education; individual and collective reflection on practices; the valuation of the authority of experience for teacher learning; and the promotion of an environment of professional development involving diverse contexts and teaching levels. Implications for professional development are discussed.

Título traducido de la contribuciónPrinciples of teacher professional development built by and for science teachers: A sustainable proposal that emerges from the inquiry of self-practices
Idioma originalEspañol
Páginas (desde-hasta)105-126
Número de páginas22
PublicaciónEstudios Pedagogicos
Volumen40
N.ºESPECIAL
DOI
EstadoPublicada - 1 ene 2014

Palabras clave

  • Inquiry as stance
  • Professional development
  • Science education

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