Reflection as a Training Category: From Dilemmas to Potentialities of the Continuing Education Process for Science and Biology Teachers
In this article, we bring to discussion critical reflection as a training category in a context of continuing education for Science and Biology teachers. To this end, we used the oral narratives, in the form of monads, of a group of teachers from the basic teaching network in the area of Natural Sci...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Docentes de Ciencias Biológicas de la Argentina
2022
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/36377 |
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| Sumario: | In this article, we bring to discussion critical reflection as a training category in a context of continuing education for Science and Biology teachers. To this end, we used the oral narratives, in the form of monads, of a group of teachers from the basic teaching network in the area of Natural Sciences and their Technologies. From the thematic content analysis, we present and discuss two approaches that stood out in the teachers' narratives: dilemmas in the training of teachers in Science and Biology and potentialities of continuing education processes. We deepened teachers' understanding of Research-Training-Action in Science as a space and time for self-training and transformation of teaching actions, with critical reflection as a condition for the constitution and professional development of teachers. |
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