Representaciones sobre el aprendizaje de nociones jurídicas en el tránsito por el profesorado
Representations on the learning of legal concepts in transit by the Teaching Faculty. SUMMARY: The work that we displayed has the objective of commenting the investigation carried out about new students and graduated lawyers from the Legal Science Faculty in the UBA, it is about their conceptions of...
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| Formato: | Artículo publishedVersion |
| Lenguaje: | Español |
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Universidad de Buenos Aires. Facultad de Derecho. Dirección Carrera y Formación Docente
2013
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| Acceso en línea: | http://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=cfdocente&cl=CL1&d=HWA_4481 http://repositoriouba.sisbi.uba.ar/gsdl/collect/cfdocente/index/assoc/HWA_4481.dir/4481.PDF |
| Aporte de: |
| Sumario: | Representations on the learning of legal concepts in transit by the Teaching Faculty. SUMMARY: The work that we displayed has the objective of commenting the investigation carried out about new students and graduated lawyers from the Legal Science Faculty in the UBA, it is about their conceptions of the learning knowledge. We are interested in exploring the features of conception in future teachers and if these ones are modified in their pass by the Teaching Faculty. The investigation is registered in the line of study on the Thought of the Professor, which understands that educational working is structured from certain schemes or implicit theories that understand, among others matters, conceptions about how we teach and how we learn. These conceptions are put into practice and are useful as support for the multiple decisions taken during the practice. However, unlike former investigations on the subject, we consider that the study of the conceptions about learning deserves to take into consideration aspects relating to the specificity of the domain giving notice on particularities about Social Studies learning. We wonder, in first instance, what the conception about learning that lawyers have constructed throughout their scholastic biography is, including university formation, and if they recognize particularities in the Legal Science learning. We are also interested in investigating if the formation received during the Teaching Faculty may give place to modifications of those conceptions and if it is so, in what meaning |
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