Abstract
This research study contributes to science teacher training by analyzing a curriculum that takes in sociocultural perspectives of science and learning in in-service teachers' pedagogical practices. It is a qualitative study with a critical hermeneutic methodology. The method used was a multiple case study, which inquires by exploring different cases in depth. The information was collected within the framework of a postgraduate training program, with in-service teachers from the areas of Science, Technology, Engineering, and Mathematics (STEM), in two settings: the training program and the observation of their pedagogical practice. Results show that this sociocultural perspective of the curriculum contributed to the pedagogical practices of the teachers under study in six different ways: i) generation of new understandings of science, learning, and the discipline they teach; ii) identification of other meanings for the concepts they teach; iii) changes in-class activities that help to recognize the identity of the scientific community; iv) inclusion of strategies that foster the negotiation of meaning in the community; v) changes in the evaluation strategies, giving more importance to feedback; and vi) generation of reflexive processes about the pedagogical practice in a more conscious way.
Highlights
Researching pedagogical practices is of most importance in the transformation of education from the classroom reality
As regards to the reflection processes promoted by the teacher, we found that she has always had a reflexive attitude about what she does in her class, she only managed to systematize these reflections in her paper and the development of applied projects in her classroom, promoted by the training program
The cases under study represent three typical examples of teachers in the context of Colombian education: one teacher trained as a science teacher, who likes her work and is committed to improving day by day; a teacher with a degree in the discipline, who ended up being a teacher for the convenience of having economic stability and has problems communicating his ideas; a third teacher with a degree in the discipline as well, who likes teaching, characterized for her passion for her work and who found in teaching an opportunity to develop herself professionally
Summary
Researching pedagogical practices is of most importance in the transformation of education from the classroom reality. In this regard, some studies show that the countries that have managed to introduce research as a core line in their education system have improved their education standards, especially in science (Cofré et al, 2010; Jakku-Sihvonen & Niemi, 2007; Levy, 1998). & Benarroch, 2013; Ministerio de Educación Nacional MEN, 2014; Misas, 2004; Torres, Badillo & Miranda, 2006; Vallejo, 2014; Zambrano, 2015; Ortega N., Ordoñez R., Gomez-Vahos J. The poor results of Colombian primary and middle school students in standardized national and international tests in all areas - in science- reveal there is a considerable gap between what the children and youngsters are expected to learn and what they learn (Garcia J., 2014; S. Garcia et al, 2013; Ministerio de Educación Nacional MEN, 2014; Vélaz, 2009)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
