Análisis de un programa de desarrollo profesional docente sobre el conocimiento pedagógico del contenido, en el diseño, implementación y evaluación de trabajos prácticos en docentes de química de colegios públicos de Bogotá
Teacher professional development (TPD) encourages reflection on teaching practice. However, there is a significant lack of TPD in the design, implementation and evaluation of practical work in chemistry teachers. The purpose of this research was to evaluate the incidence of a TPD in a group of four...
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| Formato: | Estudio de caso |
| Lenguaje: | spa |
| Publicado: |
Universidad Antonio Nariño
2024
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| Materias: | |
| Acceso en línea: | https://repositorio.uan.edu.co/handle/123456789/9874 |
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| Sumario: | Teacher professional development (TPD) encourages reflection on teaching practice.
However, there is a significant lack of TPD in the design, implementation and evaluation of
practical work in chemistry teachers. The purpose of this research was to evaluate the
incidence of a TPD in a group of four chemistry teachers. It was approached from a mixed
approach with a descriptive, action-research type framework. Participants completed a
validated pretest-posttest questionnaire to identify perceptions of PCK elements. A Lesson
Study was conducted and reflective dialogues were promoted. Teachers acknowledged high
perceptions of PCK. Orientations towards science teaching had the highest frequency of
responses. On the other hand, the maps of declarative and action PCK complement each
other, indicating that PCK is personal, idiosyncratic and particular. Practical work was
reflected upon, leading to actions for improvement. |
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