The Construction of Identity in Learning Autobiographies of Science Teachers
From the socio-cultural learning theories, attention is focused on the study of processes such as identity, with the approach of other forms and methodologies aimed at learning diverse social phenomena. There are studies that are beginning to pay attention to learning narratives, but their use in sc...
Guardado en:
| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Docentes de Ciencias Biológicas de la Argentina
2023
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/40002 |
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| Sumario: | From the socio-cultural learning theories, attention is focused on the study of processes such as identity, with the approach of other forms and methodologies aimed at learning diverse social phenomena. There are studies that are beginning to pay attention to learning narratives, but their use in science teacher training is scarce. Therefore, the objective of this paper is to explore the emerging aspects in the construction of identity from three autobiographies of novice teachers and professionals in the area of natural sciences. The stories are analyzed according to two dimensions, one of them referring to environmental identity and the first approaches to the environment that are developed from childhood; and another dimension considers the practices in academic, environmental and social contexts. |
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