Project-based teaching and learning as a didactic-pedagogical proposal in teacher training

The didactic-pedagogical proposal of Project-based learning (PBL) has gained a new centrality in the needs and demands of 21st century education. But despite being included as a priority in curricular designs and in the national program "Transforming high school", there are few experiences...

Descripción completa

Guardado en:
Detalles Bibliográficos
Autor principal: Ilu, Anice
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2024
Materias:
Proyectos
Didáctica
Formación docente
Autonomía
Bimodalidad
Projects
Didactics
Teacher training
Autonomy
Bimodality
Acceso en línea:https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/821
Aporte de:
Revista de la Escuela de Ciencias de la Educación de Universidad Nacional de Rosario
id I15-R208-article-821
record_format ojs
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-208
container_title_str Revista de la Escuela de Ciencias de la Educación
language Español
format Artículo revista
topic Proyectos
Didáctica
Formación docente
Autonomía
Bimodalidad
Projects
Didactics
Teacher training
Autonomy
Bimodality
spellingShingle Proyectos
Didáctica
Formación docente
Autonomía
Bimodalidad
Projects
Didactics
Teacher training
Autonomy
Bimodality
Ilu, Anice
Project-based teaching and learning as a didactic-pedagogical proposal in teacher training
topic_facet Proyectos
Didáctica
Formación docente
Autonomía
Bimodalidad
Projects
Didactics
Teacher training
Autonomy
Bimodality
author Ilu, Anice
author_facet Ilu, Anice
author_sort Ilu, Anice
title Project-based teaching and learning as a didactic-pedagogical proposal in teacher training
title_short Project-based teaching and learning as a didactic-pedagogical proposal in teacher training
title_full Project-based teaching and learning as a didactic-pedagogical proposal in teacher training
title_fullStr Project-based teaching and learning as a didactic-pedagogical proposal in teacher training
title_full_unstemmed Project-based teaching and learning as a didactic-pedagogical proposal in teacher training
title_sort project-based teaching and learning as a didactic-pedagogical proposal in teacher training
description The didactic-pedagogical proposal of Project-based learning (PBL) has gained a new centrality in the needs and demands of 21st century education. But despite being included as a priority in curricular designs and in the national program "Transforming high school", there are few experiences at higher education in Argentina. The present article aims to problematize this disarticulation anchored in initial teacher training through the PBL experience developed at a teacher training institute of Argentina. Considering the disarticulations between higher education and the didactic-pedagogical performance required of teachers at the secondary level, we find a vacancy that demands investigation. There is a need to generate experiences in teacher training that establish the foundations and/or expand the borders of the PBL. Said proposal includes virtuality and technological alternatives in a more direct relationship with emerging realities and scaffolding for the students, future professionals, and subjects of social transformation.    
publisher Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
publishDate 2024
url https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/821
work_keys_str_mv AT iluanice projectbasedteachingandlearningasadidacticpedagogicalproposalinteachertraining
AT iluanice laensenanzayaprendizajebasadoenproyectoscomopropuestadidacticopedagogicaenlaformaciondocente
AT iluanice ensinoeaprendizagemporprojetoscomopropostadidaticopedagogicanaformacaodeprofessores
first_indexed 2024-08-12T21:44:40Z
last_indexed 2025-02-27T05:06:44Z
_version_ 1825185783718346752
spelling I15-R208-article-8212025-02-23T19:53:09Z Project-based teaching and learning as a didactic-pedagogical proposal in teacher training La enseñanza y aprendizaje basado en proyectos como propuesta didáctico-pedagógica en la formación docente ENSINO E APRENDIZAGEM POR PROJETOS COMO PROPOSTA DIDÁTICO-PEDAGÓGICA NA FORMAÇÃO DE PROFESSORES Ilu, Anice Proyectos Didáctica Formación docente Autonomía Bimodalidad Projects Didactics Teacher training Autonomy Bimodality The didactic-pedagogical proposal of Project-based learning (PBL) has gained a new centrality in the needs and demands of 21st century education. But despite being included as a priority in curricular designs and in the national program "Transforming high school", there are few experiences at higher education in Argentina. The present article aims to problematize this disarticulation anchored in initial teacher training through the PBL experience developed at a teacher training institute of Argentina. Considering the disarticulations between higher education and the didactic-pedagogical performance required of teachers at the secondary level, we find a vacancy that demands investigation. There is a need to generate experiences in teacher training that establish the foundations and/or expand the borders of the PBL. Said proposal includes virtuality and technological alternatives in a more direct relationship with emerging realities and scaffolding for the students, future professionals, and subjects of social transformation.     La propuesta didáctico-pedagógica de la Enseñanza y Aprendizaje Basado en Proyectos (EABP) ha cobrado una nueva centralidad recontextualizada en las necesidades y demandas de la educación del siglo XXI. En contrapartida, a pesar de incluirse como prioridad en los diseños curriculares y ser una bandera del programa nacional “Transformar la escuela secundaria”, en Argentina son escasas las experiencias en el nivel superior. El objetivo del presente artículo es problematizar esta desarticulación anclada en la formación docente inicial a través de la experiencia de EABP desarrollada en un Instituto de Formación Docente Continua de Argentina. En las desarticulaciones entre la formación superior y el desempeño didáctico-pedagógico exigido a las/os docentes en el nivel secundario, hallamos una vacancia que demanda investigar y permite concluir la necesidad de generar en la formación docente experiencias que establezcan los cimientos y/o amplíen las fronteras de la EABP. Esto incluye la virtualidad y las alternativas tecnológicas en una relación más directa con las realidades emergentes y andamiajes para las trayectorias de las/os estudiantes, futuros profesionales y sujetos de transformación social.     A proposta didático-pedagógica de Ensino e Aprendizagem Baseada em Projetos (EABP) ganhou uma nova centralidade recontextualizada nas necessidades e demandas da educação do século XXI. Por outro lado, apesar de estar incluída como prioridade nos desenhos curriculares e ser uma bandeira do programa nacional “Transformando o ensino secundário”, na Argentina existem poucas experiências de nível superior. O objetivo deste artigo é problematizar esta desarticulação ancorada na formação inicial de professores através da experiência da EABP desenvolvida em um Instituto de Formação Continuada de Professores na Argentina. Nas desarticulações entre o ensino superior e a atuação didático-pedagógica exigida dos professores do ensino médio, encontramos uma vaga que exige investigação e nos permite concluir a necessidade de gerar experiências na formação docente que estabeleçam os alicerces e/ou ampliem as fronteiras da EABP. Isto inclui a virtualidade e as alternativas tecnológicas numa relação mais direta com as realidades emergentes e como andaimes para as trajetórias de estudantes, futuros profissionais e sujeitos de transformação social.   Palavras-chave: projetos; didática; treinamento de professor; autonomia; bimodalidade.   Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2024-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/821 10.35305/rece.v1i19.821 Revista de la Escuela de Ciencias de la Educación; Vol. 1 Núm. 19 (2024) 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/821/709 https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/821/735 Derechos de autor 2023 Anice Ilu https://creativecommons.org/licenses/by-nc-sa/4.0

Ejemplares similares