Education Concepts in Science and Biology Teachers Training

This research aimed to analyze the teaching concepts present in the logbook narratives of Science and Biology teachers who participate in an ongoing education group. From the narrative content analysis, three teaching concepts were identified: Technique, Practice and Criticism. The results show that...

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Autores principales: Person, Vasessa Aina, da Costa Güllich, Roque Ismael
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Docentes de Ciencias Biológicas de la Argentina 2016
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22482
Aporte de:
Revista de Educación en Biología de Universidad Nacional de Córdoba
id I10-R313-article-22482
record_format ojs
spelling I10-R313-article-224822021-11-12T18:42:17Z Education Concepts in Science and Biology Teachers Training Concepções de ensino e a formação de profesores de Ciências e Biologia Person, Vasessa Aina da Costa Güllich, Roque Ismael This research aimed to analyze the teaching concepts present in the logbook narratives of Science and Biology teachers who participate in an ongoing education group. From the narrative content analysis, three teaching concepts were identified: Technique, Practice and Criticism. The results show that those teachers who have a technical teaching concept model, search – in ongoing education – ready-made recipes on how to solve teaching related problems; on the other hand, teachers with practical and critical teaching conceptions are able to establish meaningful changes in their ways of thinking / conceiving education through the investigation of their own actions. They become independent and aware of Science and Biology teaching processes, as well as of their own academic education. O objetivo desta pesquisa foi analisar as concepções de ensino presentes em narrativas de diários de bordo dos professores de Ciências e Biologia que participam de um grupo de formação continuada. A partir de análise de conteúdos das narrativas foram identificadas três concepções de ensino: Técnica, Prática e Crítica. Os resultados apontam que os professores que possuem uma concepção técnica de ensino buscam na formação continuada um método pronto para a solução de problemas encontrados no ensino. No entanto, os professores que possuem as concepções prática e crítica de ensino, conseguem estabelecer transformações significativas em suas formas de conceber o ensino através da investigação da própria prática, tornam-se autônomos e conscientes sobre os processos de ensino de Ciências e Biologia e sua própria formação. Asociación de Docentes de Ciencias Biológicas de la Argentina 2016-12-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22482 10.59524/2344-9225.v19.n2.22482 Journal of Biology Education; Vol. 19 No. 2 (2016): Revista de Educación en Biología; (pp. 27-41) Revista de Educación en Biología; Vol. 19 Núm. 2 (2016): Revista de Educación en Biología; (pp. 27-41) 2344-9225 0329-5192 10.59524/2344.9225.v19.n2 spa https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22482/22100 Derechos de autor 2016 Vasessa Aina Person, Roque Ismael da Costa Güllich https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-313
container_title_str Revista de Educación en Biología
language Español
format Artículo revista
author Person, Vasessa Aina
da Costa Güllich, Roque Ismael
spellingShingle Person, Vasessa Aina
da Costa Güllich, Roque Ismael
Education Concepts in Science and Biology Teachers Training
author_facet Person, Vasessa Aina
da Costa Güllich, Roque Ismael
author_sort Person, Vasessa Aina
title Education Concepts in Science and Biology Teachers Training
title_short Education Concepts in Science and Biology Teachers Training
title_full Education Concepts in Science and Biology Teachers Training
title_fullStr Education Concepts in Science and Biology Teachers Training
title_full_unstemmed Education Concepts in Science and Biology Teachers Training
title_sort education concepts in science and biology teachers training
description This research aimed to analyze the teaching concepts present in the logbook narratives of Science and Biology teachers who participate in an ongoing education group. From the narrative content analysis, three teaching concepts were identified: Technique, Practice and Criticism. The results show that those teachers who have a technical teaching concept model, search – in ongoing education – ready-made recipes on how to solve teaching related problems; on the other hand, teachers with practical and critical teaching conceptions are able to establish meaningful changes in their ways of thinking / conceiving education through the investigation of their own actions. They become independent and aware of Science and Biology teaching processes, as well as of their own academic education.
publisher Asociación de Docentes de Ciencias Biológicas de la Argentina
publishDate 2016
url https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22482
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AT dacostagullichroqueismael educationconceptsinscienceandbiologyteacherstraining
AT personvasessaaina concepcoesdeensinoeaformacaodeprofesoresdecienciasebiologia
AT dacostagullichroqueismael concepcoesdeensinoeaformacaodeprofesoresdecienciasebiologia
first_indexed 2024-09-03T20:30:48Z
last_indexed 2024-09-03T20:30:48Z
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