Fundamentos de un modelo de formación permanente del profesorado de ciencias centrado en la reflexión dialógica sobre las concepciones y las prácticas

María Inés Copello ^[1] ; Neus Sanmartí i Puig ^[2]
1. [1] Fundação Universidade Federal do Rio Grande
  
  Fundação Universidade Federal do Rio Grande
  
  Brasil
2. [2] Universitat Autònoma de Barcelona
  
  Universitat Autònoma de Barcelona
  
  Barcelona, España
Localización: Enseñanza de las ciencias: revista de investigación y experiencias didácticas, ISSN-e 2174-6486, ISSN 0212-4521, Vol. 19, Nº 2, 2001, págs. 269-284
Idioma: español
Enlaces
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Resumen
- In this article, principles of one model for male and female Science teacher formation are discussed, considering asits basis the dialogical and critical reflection on concepts and practices, between the teacher and his/her tutor. Thedialogical reflection takes place due to problems located in a concrete environment, which are scrutinized in the lightof modern theoretical references regarding to the learning-teaching process of Sciences. The model is based on socio-constructivist currents and, very specially, on studies about the role of self-regulation and learning metacognition. Theprinciples discussed are illustrated with transcription fragments of dialogues obtained through model experiencing ina progressive formation project for Biology secondary teachers in Rio Grande (RS), Brazil.