AN EXPERIENCE TEACHING QUALITATIVE RESEARCH IN PSYCHOLOGY
The article addresses some of the transformations that have taken place in the didactic and pedagogical proposal of the course Qualitative Methodology from the BA in Psychology from Universidad de la República (Uruguay). The reflection and review processes that the interdisciplinary educational team...
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| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Núcleo de Estudios e Investigaciones en Educación Superior del MERCOSUR
2021
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/31978 |
| Aporte de: |
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I10-R376-article-31978 |
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ojs |
| institution |
Universidad Nacional de Córdoba |
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I-10 |
| repository_str |
R-376 |
| container_title_str |
Integración y Conocimiento |
| language |
Español |
| format |
Artículo revista |
| topic |
qualitative methodology, research, teaching Metodología cualitativa; investigación; enseñanza Metodologia qualitativa; pesquisa; ensino |
| spellingShingle |
qualitative methodology, research, teaching Metodología cualitativa; investigación; enseñanza Metodologia qualitativa; pesquisa; ensino Ruiz, Mabela Olaza, Mónica Weisz, Betty AN EXPERIENCE TEACHING QUALITATIVE RESEARCH IN PSYCHOLOGY |
| topic_facet |
qualitative methodology, research, teaching Metodología cualitativa; investigación; enseñanza Metodologia qualitativa; pesquisa; ensino |
| author |
Ruiz, Mabela Olaza, Mónica Weisz, Betty |
| author_facet |
Ruiz, Mabela Olaza, Mónica Weisz, Betty |
| author_sort |
Ruiz, Mabela |
| title |
AN EXPERIENCE TEACHING QUALITATIVE RESEARCH IN PSYCHOLOGY |
| title_short |
AN EXPERIENCE TEACHING QUALITATIVE RESEARCH IN PSYCHOLOGY |
| title_full |
AN EXPERIENCE TEACHING QUALITATIVE RESEARCH IN PSYCHOLOGY |
| title_fullStr |
AN EXPERIENCE TEACHING QUALITATIVE RESEARCH IN PSYCHOLOGY |
| title_full_unstemmed |
AN EXPERIENCE TEACHING QUALITATIVE RESEARCH IN PSYCHOLOGY |
| title_sort |
experience teaching qualitative research in psychology |
| description |
The article addresses some of the transformations that have taken place in the didactic and pedagogical proposal of the course Qualitative Methodology from the BA in Psychology from Universidad de la República (Uruguay). The reflection and review processes that the interdisciplinary educational team has been carrying out on the teaching proposal, have tried to articulate instruction and research. By discussing teaching practices, the team reconfigures classroom instruction, in a context of large student numbers typical of public universities with free access. This implies rethinking teaching practices in the classroom, in their situated reality. Permanent revision and analysis of such practices try to provide consistency and coherence between the principles and the characteristics of the theoretical and epistemological literature of qualitative research, with the instruction and evaluation devices. The reflection on the practice of teaching research problematizes the relationship of subjects with knowledge, teacher surprise with what happens, what emerges in the classroom. And from there on, in the classroom, we try to act in between the provocation to think, the promotion of reflection and the wish to investigate, the transmission of knowledge and the co-construction of knowledge. A between that does not limit teaching to a unique way of acting in the classroom from university teaching. The exchange points to the problematization and articulation of teaching and the qualitative look in research. |
| publisher |
Núcleo de Estudios e Investigaciones en Educación Superior del MERCOSUR |
| publishDate |
2021 |
| url |
https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/31978 |
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2024-09-03T23:05:41Z |
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I10-R376-article-319782021-01-26T14:21:33Z AN EXPERIENCE TEACHING QUALITATIVE RESEARCH IN PSYCHOLOGY Experiencias de Enseñanza de investigación cualitativa en Psicología EXPERIÊNCIA DE ENSINO DE METODOLOGIA QUALITATIVA EM PSICOLOGIA Ruiz, Mabela Olaza, Mónica Weisz, Betty qualitative methodology, research, teaching Metodología cualitativa; investigación; enseñanza Metodologia qualitativa; pesquisa; ensino The article addresses some of the transformations that have taken place in the didactic and pedagogical proposal of the course Qualitative Methodology from the BA in Psychology from Universidad de la República (Uruguay). The reflection and review processes that the interdisciplinary educational team has been carrying out on the teaching proposal, have tried to articulate instruction and research. By discussing teaching practices, the team reconfigures classroom instruction, in a context of large student numbers typical of public universities with free access. This implies rethinking teaching practices in the classroom, in their situated reality. Permanent revision and analysis of such practices try to provide consistency and coherence between the principles and the characteristics of the theoretical and epistemological literature of qualitative research, with the instruction and evaluation devices. The reflection on the practice of teaching research problematizes the relationship of subjects with knowledge, teacher surprise with what happens, what emerges in the classroom. And from there on, in the classroom, we try to act in between the provocation to think, the promotion of reflection and the wish to investigate, the transmission of knowledge and the co-construction of knowledge. A between that does not limit teaching to a unique way of acting in the classroom from university teaching. The exchange points to the problematization and articulation of teaching and the qualitative look in research. El artículo aborda algunas de las transformaciones que han tenido lugar en la propuesta didáctica y pedagógica del curso Metodología Cualitativa de la Licenciatura en Psicología de la Universidad de la República (Uruguay). Los procesos de reflexión y revisión que el equipo docente interdisciplinario ha venido realizando sobre la propuesta de enseñanza han procurado articular la enseñanza y la investigación. Al poner en discusión las prácticas docentes, el equipo reconfigura la enseñanza en el aula, en un contexto de gran numerosidad estudiantil, propia de las universidades públicas de acceso libre. Esto implica repensar las prácticas de enseñanza en el aula, en su realidad situada. La revisión y análisis permanente de dichas prácticas procura dar consistencia y coherencia entre los fundamentos y las características propias de la literatura teórica y epistemológica de la investigación cualitativa, con los dispositivos de enseñanza y de evaluación. La reflexión sobre la práctica de enseñanza de la investigación problematiza la relación de los sujetos con el saber, la sorpresa docente con lo que acontece, lo que emerge en el aula. Y desde allí, en el aula intentamos operar en un entre la provocación a pensar, la promoción de la reflexión y del deseo de investigar, la transmisión de conocimientos y coconstrucción de conocimiento. Un entre que no deja limitada la enseñanza a una única manera de actuar en el aula desde la docencia universitaria. El intercambio apunta a la problematización y articulación de la enseñanza, a una única manera de actuar en el aula desde la docencia universitaria. El intercambio apunta a la problematización y articulación de la enseñanza y la mirada cualitativa en investigación. O presente artigo aborda algumas das transformações que aconteceram na proposta didática e pedagógica do curso Metodologia Qualitativa do Bacharelado em Psicologia da Universidade da República (Uruguai). Os processos de reflexão e revisão que o corpo docente interdisciplinar tem realizado sobre a proposta de ensino procuraram articular o ensino e a pesquisa. Ao discutir as práticas docentes, a equipe reconfigura o ensino na sala de aula, em um contexto de grande quantidade de estudantes, próprio das universidades públicas de livre acesso. Isto significa repensar as práticas de ensino na sala de aula, em sua realidade situada. A revisão e análise permanentes das referidas práticas procuram dar consistência e coerência entre os fundamentos e as características próprias da literatura teórica e epistemológica da pesquisa qualitativa, com os dispositivos de ensino e de avaliação. A reflexão sobre a prática de ensino da pesquisa problematiza a relação dos sujeitos com o conhecimento, a surpresa docente com o que acontece, o que surge na sala de aula. E desde a sala de aula tentamos operar entre a provocação a pensar, a promoção da reflexão e o desejo de pesquisar, a transmissão de conhecimentos e a co-construção do conhecimento. Um entre que não deixa limitado o ensino a uma única maneira de agir na sala de aula desde a docência no ensino superior. O intercâmbio aponta à problematização e à articulação do ensino a uma única maneira de agir na sala de aula desde a docência no ensino superior. O intercâmbio visa à problematização e à articulação do ensino e o olhar qualitativo em pesquisa. Núcleo de Estudios e Investigaciones en Educación Superior del MERCOSUR 2021-01-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/31978 10.61203/2347-0658.v10.n1.31978 Integración y Conocimiento; Vol. 10 No. 1 (2021): Integración y Conocimiento; 251-266 Integración y Conocimiento; Vol. 10 Núm. 1 (2021): Integración y Conocimiento; 251-266 Integración y Conocimiento; v. 10 n. 1 (2021): Integración y Conocimiento; 251-266 2347-0658 10.61203/2347-0658.v10.n1 spa https://revistas.unc.edu.ar/index.php/integracionyconocimiento/article/view/31978/32872 https://creativecommons.org/licenses/by-nc-sa/4.0 |