Development of the Pedagogical Content Knowledge in the initial training of Chemistry teachers. An analysis focused on reflective processes
Keywords:
Pedagogical Content Knowledge, Interconnected Model for Professional Teaching Knowledge, reflection, ChemistryAbstract
This paper studies how a chemistry professor in training at the National University of Mar del Plata (UNMdP onwards) develops some components of the Pedagogical Content Knowledge (PCK onwards) through iterative reflective processes. The follow-up was carried out applying the Interconnected Model for Professional Teaching Knowledge (MICPD onwards), and the reflections and promulgations promoted through different devices designed for this purpose were analyzed. The training path of analysis includes the quarterly course of the subject Didactics of Chemistry and the beginning of the subject Chemistry Teaching Practice I, also quarterly. Was soughed to identify changes that reflected development in the professional knowledge of the teacher in training, and at a later stage they were interpreted from some components of the PCK. The analysis of the data was developed from the identification of regularities or pattern and divergences in the different registers.
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