The teaching practices in pandemic times. The case of future Chemistry teachers
Keywords:
lockdown, teaching practices, chemistryAbstract
In this work, the challenges posed during the planning and study of the Chemistry Teaching Practice I subject of the Chemistry faculty of the UNMdP, due to the installation of the Preventive and Compulsory Social Isolation (ASPO) throughout the National territory are exposed. In this context, face-to-face classes were rethought, re-selecting content, redesigning teaching strategies and evaluation. The monitoring of students during this stage was carried out by applying the Interconnected Model for Professional Teaching Knowledge (MICPD), a device that allows interpreting professional growth in terms of reflections and promulgations in different domains of knowledge and action that involve professional development. With this, it was sought to promote continuous reflection through the use of the model as a methodological framework during the development of Practical Works, Interventions and Virtual Drills, Class Diaries and Forums. The data analysis was developed from the identification of regularities or patterns and divergences in the different records.
References
Clarke, D. y Hollingworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947-967.
Del Moral Perez, M. E., Villalustre Martinez, L. y Bermudez Rey, T. (2004). Entornos virtuales de Aprendizaje y su contribución al desarrollo de competencias en el marco de la convergencia europea. Revista Lati-noamericana de Tecnología Educativa, 3(1), 115-134.
Dewey, J. (1989) . Cómo pensamos. Nueva exposición de la relación entre pensamiento reflexivo y proceso educativo. Barcelona, Paidós .
Henze I. y Barendsen E., (2019). Unravelling Student Science Teachers´ pPCK Development and the Influence of Personal Factors Us-ing Authentic Data Sources. En Hume, A., Cooper, R. y Orowski, A. (Eds.), Repositioning Pedagogical Content Knowledge in Teachers´ Knowledge for Teaching Science (pp. 201-221). Singapur: Springer.
Justi, R. y Van Driel, J. (2006). The use of the Interconnected Model of Teacher Professional Growth for understanding the development of science teachers’ knowledge on models and modelling. Teaching and Teacher Education, 22(4), 437-450.
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 María Fernanda Echeverría, María Basilisa García
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
