Learning of a pre-service Physics teacher: the pedagogy and the affective domain
The present work is a descriptive study that examines the learning process of a preservice physics teacher his professional practice, considering both cognitive and affective dimensions. Using a qualitative-interpretive methodology, written self-records from six classes were analyzed, with four exam...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Profesores de Física de la Argentina
2024
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/45313 |
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I10-R316-article-45313 |
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I10-R316-article-453132024-06-18T11:39:25Z Learning of a pre-service Physics teacher: the pedagogy and the affective domain Aprendizajes de un profesor de física en formación: lo didáctico y lo afectivo Danielo , Bruno Coleoni, Enrique Teacher emotions Pedagogical content knowledge Preservice teacher Teaching practicum Emociones Conocimiento didáctico del contenido Profesores en formación Práctica docente The present work is a descriptive study that examines the learning process of a preservice physics teacher his professional practice, considering both cognitive and affective dimensions. Using a qualitative-interpretive methodology, written self-records from six classes were analyzed, with four examples selected for detailed examination. These records pertain to the active period of his Practicum. The results address various aspects of teaching knowledge, particularly related to teaching strategies and students’ ideas about physics: the value of trigger questions, the importance of students' ideas in discourse, and the sophistication in the use of conjectural scripts for planning. The study highlights the dynamic nature of emotional scenarios in response to episodes of teacher-knowledge learning. El presente es un estudio descriptivo del proceso de aprendizaje de un estudiante de profesorado en física durante su práctica profesional, que considera dimensiones cognitivas y afectivas. Utilizando una metodología cualitativo-interpretativa, se analizaron autoregistros escritos correspondientes a seis clases y se seleccionaron cuatro ejemplos para un examen detallado. Los mismos corresponden al periodo de práctica activa de un estudiante de profesorado. Los resultados involucran diferentes aspectos del saber docente, relacionados con el conocimiento de estrategias de enseñanza y de las ideas de los estudiantes sobre la física: el valor de las preguntas disparadoras, la importancia de las ideas de los estudiantes en el discurso, y la sofisticación en el uso de guiones conjeturales para la planificación. El estudio muestra el dinamismo de los escenarios emocionales frente a episodios de aprendizaje del saber docente. Asociación de Profesores de Física de la Argentina 2024-06-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://revistas.unc.edu.ar/index.php/revistaEF/article/view/45313 10.55767/2451.6007.v36.n1.45313 Journal of Physics Teaching; Vol. 36 No. 1 (2024): January - June; 67-78 Revista de Enseñanza de la Física; Vol. 36 Núm. 1 (2024): Enero - Junio; 67-78 Revista de Enseñanza de la Física; v. 36 n. 1 (2024): Janeiro - Junho; 67-78 2250-6101 0326-7091 10.55767/2451.6007.v36.n1 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/45313/45320 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/45313/45286 http://creativecommons.org/licenses/by-nc-nd/4.0 |
| institution |
Universidad Nacional de Córdoba |
| institution_str |
I-10 |
| repository_str |
R-316 |
| container_title_str |
Revista de Enseñanza de la Física |
| language |
Español |
| format |
Artículo revista |
| topic |
Teacher emotions Pedagogical content knowledge Preservice teacher Teaching practicum Emociones Conocimiento didáctico del contenido Profesores en formación Práctica docente |
| spellingShingle |
Teacher emotions Pedagogical content knowledge Preservice teacher Teaching practicum Emociones Conocimiento didáctico del contenido Profesores en formación Práctica docente Danielo , Bruno Coleoni, Enrique Learning of a pre-service Physics teacher: the pedagogy and the affective domain |
| topic_facet |
Teacher emotions Pedagogical content knowledge Preservice teacher Teaching practicum Emociones Conocimiento didáctico del contenido Profesores en formación Práctica docente |
| author |
Danielo , Bruno Coleoni, Enrique |
| author_facet |
Danielo , Bruno Coleoni, Enrique |
| author_sort |
Danielo , Bruno |
| title |
Learning of a pre-service Physics teacher: the pedagogy and the affective domain |
| title_short |
Learning of a pre-service Physics teacher: the pedagogy and the affective domain |
| title_full |
Learning of a pre-service Physics teacher: the pedagogy and the affective domain |
| title_fullStr |
Learning of a pre-service Physics teacher: the pedagogy and the affective domain |
| title_full_unstemmed |
Learning of a pre-service Physics teacher: the pedagogy and the affective domain |
| title_sort |
learning of a pre-service physics teacher: the pedagogy and the affective domain |
| description |
The present work is a descriptive study that examines the learning process of a preservice physics teacher his professional practice, considering both cognitive and affective dimensions. Using a qualitative-interpretive methodology, written self-records from six classes were analyzed, with four examples selected for detailed examination. These records pertain to the active period of his Practicum. The results address various aspects of teaching knowledge, particularly related to teaching strategies and students’ ideas about physics: the value of trigger questions, the importance of students' ideas in discourse, and the sophistication in the use of conjectural scripts for planning. The study highlights the dynamic nature of emotional scenarios in response to episodes of teacher-knowledge learning. |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
2024 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/45313 |
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2024-09-03T20:41:17Z |
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2024-09-03T20:41:17Z |
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