Spaces for reflection in the training of biology teachers

Abstract

This work was developed with fourth year students of the Teaching Practice course of the Biological Sciences Teacher Training Program at CRUB. Its objectives were to generate favorable spaces to critically reflect on the interactions of three components of the practices: student, teacher and observer. We worked with an innovative methodology called Triads for Solidarity Intervention (TlS), which allows to decenter from the role of the student in the subject and to be aware of the "I-other" link, from different perspectives. In the TIS methodology, students are arranged in groups of three; they act on a rotating basis as student, teacher or observer; they interact locally based on a previously read theoretical material; they self-organize, generating novelty and/or innovation from the material worked on. This way of working is considered by the students as a valuable tool that facilitates acting in specific roles, making it possible to investigate and reflect on the elements put into play, from the perspective of Critical Didactics.

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