Teaching Programming and its Ways of Writing it in University Teacher Education

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Teaching programming includes a series of procedures and practices aimed at giving concrete expression to pedagogical intentions. Within these procedures and practices, the genres linked to teaching programming (TPG) -lesson plans, teaching sequences, syllabuses, etc.- are central. However, despite...

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Autor principal: Molina, María Elena
Formato: Artículo publishedVersion
Lenguaje:Español
Publicado: Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA 2024
Materias:
genres
family of genres
teaching programming
university teacher education
géneros
familia de géneros
programación de la enseñanza
formación docente universitaria
Acceso en línea:http://revistascientificas.filo.uba.ar/index.php/iice/article/view/13231
https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=13231_oai
Aporte de:
Repositorio Digital de la Universidad de Buenos Aires (UBA) de Universidad de Buenos Aires
id I28-R145-13231_oai
record_format dspace
spelling I28-R145-13231_oai2025-03-11 Molina, María Elena 2024-12-20 Teaching programming includes a series of procedures and practices aimed at giving concrete expression to pedagogical intentions. Within these procedures and practices, the genres linked to teaching programming (TPG) -lesson plans, teaching sequences, syllabuses, etc.- are central. However, despite the importance of these writings on the agenda of didactics and initial teacher training, there is a lack of research on the ways in which these practices are textualized and taught as genres. Often, research concentrates on the components of syllabuses, as theoretical categories of didactics, but does not address their linguistic-discursive characterization or the ways in which they are worked on in teacher training spaces. From a mixed approach, this article analyses how TPGs are worked on in 66 pedagogical training subjects at a public university in Argentina. The results show that there are three ways of including the work with TPG: (1) null inclusion (TPG are not mentioned in the syllabuses of teacher training subjects); (2) tangential inclusion (TPG are worked in the subjects, but as extra orders or alternatives to other scientific-academic genres); and (3) vertebral inclusion (TPG are understood as central practices for teacher training and are incorporated in the methodological constructions of the subjects). La programación de la enseñanza incluye un conjunto de procedimientos y prácticas cuya finalidad reside en llevar a cabo las intenciones pedagógicas. Dentro de esos procedimientos y prácticas, los géneros vinculados con la programación de la enseñanza (GPE) —planificaciones de clases, secuencias didácticas, programas de asignaturas, entre otros— devienen centrales. Sin embargo, pese a la importancia de estos escritos en la agenda de la didáctica y de la formación docente, existe un vacío de investigaciones vinculadas con los modos en los que estas prácticas se enseñan como géneros. Con frecuencia, las indagaciones se concentran en los componentes de las programaciones, en tanto categorías teóricas de la didáctica, pero no abordan las modalidades en las que estas se trabajan en los espacios de formación. Desde un enfoque mixto, este  artículo analiza cómo se trabajan los GPE en 66 asignaturas de formación pedagógica de una universidad pública argentina. Los resultados muestran que existen tres formas de incluir el trabajo con los GPE: (1) inclusión nula (los GPE no aparecen mencionados en los programas de las asignaturas de formación docente); (2) inclusión tangencial (los GPE se trabajan en las asignaturas, pero como pedidos extras, lecturas complementarias o escritos alternativos a otros géneros científico-académicos); y (3) inclusión vertebral (los GPE se entienden como prácticas centrales para la formación docente y se los incorpora en las  construcciones metodológicas de las asignaturas). application/pdf 0327-7763 http://revistascientificas.filo.uba.ar/index.php/iice/article/view/13231 10.34096/iice.n55.13231 spa Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA http://revistascientificas.filo.uba.ar/index.php/iice/article/view/13231/13909 Derechos de autor 2024 Revista del IICE Revista del IICE; Núm. 55 (2024) 2451-5434 0327-7763 genres family of genres teaching programming university teacher education géneros familia de géneros programación de la enseñanza formación docente universitaria Teaching Programming and its Ways of Writing it in University Teacher Education La programación de la enseñanza y sus escrituras en la formación docente universitaria info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=13231_oai
institution Universidad de Buenos Aires
institution_str I-28
repository_str R-145
collection Repositorio Digital de la Universidad de Buenos Aires (UBA)
language Español
orig_language_str_mv spa
topic genres
family of genres
teaching programming
university teacher education
géneros
familia de géneros
programación de la enseñanza
formación docente universitaria
spellingShingle genres
family of genres
teaching programming
university teacher education
géneros
familia de géneros
programación de la enseñanza
formación docente universitaria
Molina, María Elena
Teaching Programming and its Ways of Writing it in University Teacher Education
topic_facet genres
family of genres
teaching programming
university teacher education
géneros
familia de géneros
programación de la enseñanza
formación docente universitaria
description Teaching programming includes a series of procedures and practices aimed at giving concrete expression to pedagogical intentions. Within these procedures and practices, the genres linked to teaching programming (TPG) -lesson plans, teaching sequences, syllabuses, etc.- are central. However, despite the importance of these writings on the agenda of didactics and initial teacher training, there is a lack of research on the ways in which these practices are textualized and taught as genres. Often, research concentrates on the components of syllabuses, as theoretical categories of didactics, but does not address their linguistic-discursive characterization or the ways in which they are worked on in teacher training spaces. From a mixed approach, this article analyses how TPGs are worked on in 66 pedagogical training subjects at a public university in Argentina. The results show that there are three ways of including the work with TPG: (1) null inclusion (TPG are not mentioned in the syllabuses of teacher training subjects); (2) tangential inclusion (TPG are worked in the subjects, but as extra orders or alternatives to other scientific-academic genres); and (3) vertebral inclusion (TPG are understood as central practices for teacher training and are incorporated in the methodological constructions of the subjects).
format Artículo
publishedVersion
author Molina, María Elena
author_facet Molina, María Elena
author_sort Molina, María Elena
title Teaching Programming and its Ways of Writing it in University Teacher Education
title_short Teaching Programming and its Ways of Writing it in University Teacher Education
title_full Teaching Programming and its Ways of Writing it in University Teacher Education
title_fullStr Teaching Programming and its Ways of Writing it in University Teacher Education
title_full_unstemmed Teaching Programming and its Ways of Writing it in University Teacher Education
title_sort teaching programming and its ways of writing it in university teacher education
publisher Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
publishDate 2024
url http://revistascientificas.filo.uba.ar/index.php/iice/article/view/13231
https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=13231_oai
work_keys_str_mv AT molinamariaelena teachingprogramminganditswaysofwritingitinuniversityteachereducation
AT molinamariaelena laprogramaciondelaensenanzaysusescriturasenlaformaciondocenteuniversitaria
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