TEACHING REFLECTION AND DIDACTIC SEQUENCE DESIGN IN A CONTEXT OF EDUCATION OF FUTURE SCIENCE TEACHERS
DOI:
https://doi.org/10.4151/07189729-Vol.53-Iss.1-Art.128Keywords:
reflection didactic design progression profiles Faculty of Natural Sciences teacher education.Abstract
The present study analyzes the reflection dynamics of a group of future Natural Science teachers during the development of didactic sequences. Specifically, we have interpreted the expressions used in daily work journals proposed in the initial training context as scenarios for explicit reflection on the didactic design process. For this analysis, three dimensions of increasing complexity have been considered:technical, practical and critical. Thus, a fluctuating and complex dynamic of reflection is characterized through qualitative profiles of metacognitive progression. These, in turn, reveal possible conditions for the mobilization of teachers' knowledge in training contexts.
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Published
2013-07-03
How to Cite
Astudillo Tomatis, C., Rivarosa Somavilla, A., & Ortiz, F. (2013). TEACHING REFLECTION AND DIDACTIC SEQUENCE DESIGN IN A CONTEXT OF EDUCATION OF FUTURE SCIENCE TEACHERS. Perspectiva Educacional, 53(1), 130–144. https://doi.org/10.4151/07189729-Vol.53-Iss.1-Art.128
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Copyright (c) 2013 Carola Astudillo Tomatis, Alcira Rivarosa Somavilla, Félix Ortiz
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
El/los autores/as otorgan licencia exclusiva y sin límite de temporalidad para que el manuscrito sea publicado en la revista Perspectiva Educacional, editada por la Pontificia Universidad Católica de Valparaíso (Chile), a través de la Escuela de Pedagogía.
