La planificación de la enseñanza en la formación de profesores en Ciencias Jurídicas
This paper presents the conclusions of an UBACyT Research Project. The intention is to reveal the process of change in the planification of the residents during teaching practices at the secondary and higher levels. The analysis includes the modified aspects in the planning as they advance in their...
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| Autores principales: | , |
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| Formato: | Artículo publishedVersion |
| Lenguaje: | Español |
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Universidad de Buenos Aires. Facultad de Derecho. Departamento de Publicaciones
2017
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| Acceso en línea: | http://revistas.derecho.uba.ar/index.php/academia/article/view/471/422 http://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=academia&cl=CL1&d=HWA_3270 https://repositoriouba.sisbi.uba.ar/gsdl/collect/academia/index/assoc/HWA_3270.dir/3270.PDF |
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| Sumario: | This paper presents the conclusions of an UBACyT Research Project. The intention is to reveal the process of change in the planification of the residents during teaching practices at the secondary and higher levels. The analysis includes the modified aspects in the planning as they advance in their practices; the assumptions and factors that lead to those changes; the advances they identify in the design of their plans and the meaning they give it. The research is framed in the perspective that considers the teacher as a reflective professional and researcher of their own actions. This refers to the fact that when a teacher plans, conducts and evaluates the classes, he brings to play the disciplinary and pedagogical knowledge that he has acquired during his initial training and continues to build more or less systematically during his professional development. The lawyers take the ?Teaching Residence and practices? Course at the Secondary and Higher Level. It is a training space for deepening and integrating the journey made and constitutes an "initiatory rite" in professional identity due to the strong personal mobility and the relationship with professional choice. It is also a problematic field and crossed by social, political and institutional aspects. Attempts are made to address questions such as: Are classes planned? How? With what base assumptions? What decisions are made when teaching?. |
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