Practice of science teacher:Personal meanings and experiences of trainee teachers
DOI:
https://doi.org/10.4151/07189729-Vol.54-Iss.1-Art.303Keywords:
Pedagogical practice initial teacher training science teachers teaching experiences.Abstract
This article characterizes meanings that science teaching students give to their training course and to the experiences that contribute to their professional development. Depth interviews and personal meaning cartography were used with teaching students of different training level of a biology and science teaching program. Our results show that the set of meanings on the training course are determined by the trainees-teachers interactions, the integration of knowledge, values, feelings and emotions, and the development of professional identity. Moreover, for the participants of this study, the most important experiences they lived appear during the first year of their training, and the least gratifying are associated with cooperating teachers.
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Copyright (c) 2014 Carlos Mario Vanegas Ortega, Enrique Correa Molina, Adrián Rodrigo Fuentealba Jara
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.
