Abstract
The purpose of this article is to study how the teacher training is carried out and, subsequently, how teachers integrate their acquired knowledge into classroom practices. It is part of a wider investigation that is focused on continuous teacher training and pedagogic practice as a case study. The main participants are lady teachers from the Chilean public school system. This study does not intend to be a cognitive analysis, but rather to provide a certain level of knowledge and understanding regarding the reality and experiences that teachers face in classrooms. The teacher training mentioned in this study originates from data collected from in depth interviews; they were analyzed using Glasser and Strauss' Constant Comparative Method. Teachers systematize their learning as a tool, a theory and an instrumental conception. What they take from the theory is what allows the instrumental development of the lesson.
Highlights
The purpose of this article is to study how the teacher training is carried out and, subsequently, how teachers integrate their acquired knowledge into classroom practices. It is part of a wider investigation that is focused on continuous teacher training and pedagogic practice as a case study
This study does not intend to be a cognitive analysis, but rather to provide a certain level of knowledge and understanding regarding the reality and experiences that teachers face in classrooms
The teacher training mentioned in this study originates from data collected from in depth interviews; they were analyzed using Glasser and Strauss’ Constant Comparative Method
Summary
El presente artículo tiene como propósito estudiar cómo se produce el aprendizaje en los docentes y su integración a la práctica de aula, además corresponde a una investigación mayor, que indaga sobre el valor que le otorgan los docentes a la Formación Docente Continua y su expresión en el mejoramiento de la Práctica Pedagógica. La pregunta que guía la presente investigación es ¿cómo conciben los docentes su proceso de aprendizaje y su integración a la práctica de aula? Y el objetivo del presente estudio es: Identificar cómo perciben los docentes su aprendizaje y su integración a la práctica de aula. Como principales hallazgos podemos mencionar que los actores conciben el aprendizaje en su dimensión instrumental, como un medio, el cual se inicia con su participación en el proyecto indagado, la evidencia de dicho aprendizaje se realiza en el aula en la medida que es beneficiosa e innovadora en la acción pedagógica, y los alumnos aprenden
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