El conocimiento didáctico del contenido. Estudio de casos en el profesorado de Física.
Keywords:
conocimiento didáctico del contenido, estudiantes de profesorado, física, astronomíaAbstract
The present work describes the first result of a project of Mastery in Teaching Practice whose main objective is to interpret the process of construction of the Professional Teacher Knowledge, particularly in the dimension linked to the relationship between the aspect Orientations to Science Teaching of the Pedagogical Content Knowledge (PCK) and teaching practice in subjects related to Astronomy and Physics. A descriptive and interpretative study was carried out. As instrument for data collection, an open response questionnaire was used. Through this instrument, which consists of two questions, we proceeded to describe the central ideas or concepts that a teacher has on a subject and its teaching, to investigate different aspects of the CDC. We present here the results of the analysis of the answers to the questionnaire made to two students of the Physics teacher, previously to the course of the subject Teaching Practice. The main results show that both participants evidences scarce components of the CDC when referring to what and how they would teach a disciplinary concept. This could be due to the fact that they have not yet gone through the teaching spaces related to the didactic models. These results will serve as a starting point for a future investigation that will include a method to deeply investigate the CDC of Physics students, as well as the productions related to procedures of reflective practice during the course of the subject Teaching Practice.
Downloads
References
[1] Abell, S & Bryan, L. (1997). Reconceptualizing the Elementary Science Methods Course Using a Reflection Orientation. Journal of Science Teacher Education. 8.
[2] Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
[3] Hashweh, M. (2005). Teacher pedagogical constructions: A reconfiguration of pedagogical content knowledge. Teachers and Teaching: theory and practice. 11. 273-292.
[4] Henze, I., Driel, J. & Verloop, N. (2008). Development of Experienced Science Teachers' Pedagogical Content Knowledge of Models of the Solar System and the Universe. International Journal of Science Education - INT J SCI EDUC. 30. 1321-1342.
[5] Hume, A., Cooper, R. & Borowski, A. (2019). Repositioning Pedagogical Content Knowledge in Teachers´ Knowledge for Teaching Science. Singapur: Springer.
[6] Loughran, J., Mulhall,P. & Berry, A. (2004). In search of pedagogical content knowledge in science: developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41(4), 370-391.
[7] Marcelo C. & Vaillant D. (2009). Desarrollo Profesional Docente ¿Cómo se aprende a enseñar? Madrid: Ediciones Narcea, S.A.
[8] Park, S. & Oliver, J. (2008). “Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals”. Research in Science Education, 38 (3), 261–284.
[9] Perrenoud, P. (2010). La formación del profesorado: un compromiso entre visiones inconciliables de la coherencia. Revista Interuniversitaria de Formación del Profesorado, 68 (24,2), 103-122.
[10] Schön, D. (1998). El profesional reflexivo. Cómo piensan los profesionales cuando actúan. Barcelona, España: Paidós.
[11] Shulman, L. S. (1986). “Those who understand: Knowledge growth in teaching”. Educational Researcher, 15(2), p. 4-14.
[12] Strauss, A. L. (1987). Qualitative analysis for social scientists. Cambridge University Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2021 Facultad de Ciencias Exactas, Físicas y Naturales (Universidad Nacional de Córdoba)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Los autores que publican en esta revista están de acuerdo con los siguientes términos:
Los autores conservan los derechos de autor y conceden a la revista el derecho de la primera publicación.
Los autores pueden establecer por separado acuerdos adicionales para la distribución no exclusiva de la versión de la obra publicada en la revista (por ejemplo, situarlo en un repositorio institucional o publicarlo en un libro), con un reconocimiento de su publicación inicial en esta revista.
Se permite y se anima a los autores a difundir sus trabajos electrónicamente (por ejemplo, en repositorios institucionales o en su propio sitio web) antes y durante el proceso de envío, ya que puede dar lugar a intercambios productivos, así como a una citación más temprana y mayor de los trabajos publicados (Véase The Effect of Open Access) (en inglés).
