Teaching Programming and its Ways of Writing it in University Teacher Education
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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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
2024
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| Acceso en línea: | http://revistascientificas.filo.uba.ar/index.php/iice/article/view/13231 |
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| Sumario: | 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). |
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