Formación continua de docentes con tecnologías digitales para la enseñanza de la Química
This research aimed to know the reflections that emanate from a continuing education course for Chemistry teachers, based on digital technology (TD) resources. Methodologically, Research-Training and it procedural aspects were adopted in the development of research. In the course that comprise the i...
Guardado en:
| Autores principales: | , |
|---|---|
| Formato: | Online |
| Lenguaje: | por |
| Publicado: |
Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE)
2021
|
| Materias: | |
| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/3491 |
| Sumario: | This research aimed to know the reflections that emanate from a continuing education course for Chemistry teachers, based on digital technology (TD) resources. Methodologically, Research-Training and it procedural aspects were adopted in the development of research. In the course that comprise the instruments, production and data collection were: conversation wheel, observation, field notes, audio recording and questionnaires. In order to observe reality, develop training, understand the set of procedures and analyze the data, the inductive method was used. The results indicated different proximity and familiarity of teachers in relation to TD in their pedagogical practices, in addition, it was found that the training requirements of the teaching profession are very broad in the face of the advent of cyberculture. As for the possibilities offered in the continuing education space, they are confirmed in the sense of knowing different realities, promoting joint reflection, as well as optimizing meetings for proposing dialogues with suggestions for difficulties faced in the daily work of the school. It was found that the proposed continuing education brought contributions to the strengthening of pedagogical practices for teaching Chemistry, through actions, exchanges of experience and collaborative participation in pedagogical proposals with TD resources. |
|---|
