Publication: ¿Es posible el cambio en los modelos didácticos personales? : obstáculos en profesores de Ciencias Naturales de Educación Secundaria
Authors
Jiménez Pérez, Roque ; Wamba Aguado, Ana María
item.page.secondaryauthor
item.page.director
Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
publication.page.editor
publication.page.department
DOI
item.page.type
info:eu-repo/semantics/article
Description
Abstract
La formación de profesores en general y de educación
secundaria , en particular, debe pasar por la caracteriza
ción de los modelos didácticos personales de esos profe
sores, en los que subyacen concepciones muy arraigadas
y por tanto resistentes al cambio. A partir de estos mode
los se pueden inferir obstáculos significativos que guíen la
reflexión sobre su propia acción y la toma de decisiones
para facilitar su desarrollo profesional. Los obstáculos que
aquí se recogen proceden fundamentalmente de estudios
de caso realizados con tres profesores de Ciencias
Naturales en educación secundaria, con una experiencia
profesional superior a diez años.
Teacher training in general, and in particular in secondary education, should begin with the characterisation of teachers’ personal didactic models. These models are grounded on very deep-rooted conceptions which are resistant to change. Significant obstacles can be inferred from these models which can then guide the teacher’s reflec- tion on their own action and decision making which will thus benefit their professional development. The obstacles mentioned here come from cases studies carried out on three natural science secondary teachers with more than ten years’ experience.
Teacher training in general, and in particular in secondary education, should begin with the characterisation of teachers’ personal didactic models. These models are grounded on very deep-rooted conceptions which are resistant to change. Significant obstacles can be inferred from these models which can then guide the teacher’s reflec- tion on their own action and decision making which will thus benefit their professional development. The obstacles mentioned here come from cases studies carried out on three natural science secondary teachers with more than ten years’ experience.
Citation
Revista interuniversitaria de formación del profesorado, V. 17(1), N. 46, 2003
item.page.embargo
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. http://creativecommons.org/licenses/by-nc-nd/4.0/