Publication: Tendencias en la formación inicial del profesorado sobre los contenidos escolares
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Date
1999
Authors
Martín del Pozo, Rosa ; Porlán Ariza, Rafael
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Nuestro trabajo se sitúa en el contexto de la formación de futuros profesores y, más concretamente, en uno de sus componentes esenciales: la formación inicial sobre los contenidos escolares. Nuestro interés se centra pues en los conocimientos que debemos enseñar a los futuros profesores para que éstos "aprendan a enseñar" los conocimientos que sus alumnos habrán de aprender. En este artículo nos proponemos dar cuenta de los diferentes enfoques desde los que se ha conceptualizado y practicado la formación inicial del profesorado en este ámbito. Finalmente, profundizaremos en la "profesionalización" del conocimiento sobre los contenidos escolares desde un enfoque que concibe la formación inicial como una primera fase del desarrollo profesional
Our research is mainly concerned with the training of future teachers and more specifically with one of its essential components: the initial training about school curricular contents. our interest is focused on the knowledge we need to teach so that the future teachers learn how to teach the curricular contents that their pupils have to learn. The different approaches that are the conceptual and practical bases of this initial training are reviewed. Finally an in-depth analysis of the professionalization of the knowledge about curricula content is made with the idea that this initial training is the firs level of professional development.
Our research is mainly concerned with the training of future teachers and more specifically with one of its essential components: the initial training about school curricular contents. our interest is focused on the knowledge we need to teach so that the future teachers learn how to teach the curricular contents that their pupils have to learn. The different approaches that are the conceptual and practical bases of this initial training are reviewed. Finally an in-depth analysis of the professionalization of the knowledge about curricula content is made with the idea that this initial training is the firs level of professional development.
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Citation
Revista interuniversitaria de formación del profesorado, V. 13(2), N. 35, 1999
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