Spaces for reflection in the training of biology teachers
This work was developed with fourth year students of the Teaching Practice course of the Biological Sciences Teacher Training Program at CRUB. Its objectives were to generate favorable spaces to critically reflect on the interactions of three components of the practices: student, teacher and observe...
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| Lenguaje: | Español |
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Asociación de Docentes de Ciencias Biológicas de la Argentina
2004
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/36626 |
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I10-R313-article-366262022-02-05T20:56:40Z Spaces for reflection in the training of biology teachers Espacios para la reflexión en la formación de Profesores de Biología Oviedo, Ramona Dolores Teaching practice Supportive teaching role Student-teacher observer Triad for Solidarity Intervention Práctica de la Enseñanza Rol docente solidario Alumno-docente observador Tríada para la Intervención solidaria This work was developed with fourth year students of the Teaching Practice course of the Biological Sciences Teacher Training Program at CRUB. Its objectives were to generate favorable spaces to critically reflect on the interactions of three components of the practices: student, teacher and observer. We worked with an innovative methodology called Triads for Solidarity Intervention (TlS), which allows to decenter from the role of the student in the subject and to be aware of the "I-other" link, from different perspectives. In the TIS methodology, students are arranged in groups of three; they act on a rotating basis as student, teacher or observer; they interact locally based on a previously read theoretical material; they self-organize, generating novelty and/or innovation from the material worked on. This way of working is considered by the students as a valuable tool that facilitates acting in specific roles, making it possible to investigate and reflect on the elements put into play, from the perspective of Critical Didactics. Translated with www.DeepL.com/Translator (free version) Este trabajo se desarrolló con alumnos de cuarto año de la asignatura Práctica de la Enseñanza del Profesorado en Ciencias Biológicas del CRUB. Tuvo como objetivos generar espacios propicios para reflexionar críticamente sobre las interacciones de tres componentes de las prácticas: alumno, docente y observador. Se trabajó con una metodología innovadora denominada Triadas para la Intervención Solidaria (TlS), que permite descentrarse del propio rol de alumno en la materia y ser consciente del vínculo "yo-el otro", desde perspectivas diferentes. En la metodología de TIS los alumnos se disponen en grupos de tres; actúan de manera rotativa como alumno, docente u observador; interactúan localmente en tomo a un mate- rial teórico leído con anterioridad; se autoorganizan generando novedad y/o innovación a partir del material trabajado. Esta forma de trabajo es considerada por los alumnos como una valiosa herramienta que facilita actuar en roles específicos, posibilitando investigar y reflexionar sobre los elementos puestos en juego, desde la perspectiva de la Didáctica Critica. Asociación de Docentes de Ciencias Biológicas de la Argentina 2004-04-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/36626 10.59524/2344-9225.v7.n1.36626 Journal of Biology Education; Vol. 7 No. 1 (2004): Revista de Educación en Biología; 27-32 Revista de Educación en Biología; Vol. 7 Núm. 1 (2004): Revista de Educación en Biología; 27-32 2344-9225 0329-5192 10.59524/2344.9225.v7.n1 spa https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/36626/37009 Derechos de autor 2022 Ramona Dolores Oviedo https://creativecommons.org/licenses/by-nc-sa/4.0 |
| institution |
Universidad Nacional de Córdoba |
| institution_str |
I-10 |
| repository_str |
R-313 |
| container_title_str |
Revista de Educación en Biología |
| language |
Español |
| format |
Artículo revista |
| topic |
Teaching practice Supportive teaching role Student-teacher observer Triad for Solidarity Intervention Práctica de la Enseñanza Rol docente solidario Alumno-docente observador Tríada para la Intervención solidaria |
| spellingShingle |
Teaching practice Supportive teaching role Student-teacher observer Triad for Solidarity Intervention Práctica de la Enseñanza Rol docente solidario Alumno-docente observador Tríada para la Intervención solidaria Oviedo, Ramona Dolores Spaces for reflection in the training of biology teachers |
| topic_facet |
Teaching practice Supportive teaching role Student-teacher observer Triad for Solidarity Intervention Práctica de la Enseñanza Rol docente solidario Alumno-docente observador Tríada para la Intervención solidaria |
| author |
Oviedo, Ramona Dolores |
| author_facet |
Oviedo, Ramona Dolores |
| author_sort |
Oviedo, Ramona Dolores |
| title |
Spaces for reflection in the training of biology teachers |
| title_short |
Spaces for reflection in the training of biology teachers |
| title_full |
Spaces for reflection in the training of biology teachers |
| title_fullStr |
Spaces for reflection in the training of biology teachers |
| title_full_unstemmed |
Spaces for reflection in the training of biology teachers |
| title_sort |
spaces for reflection in the training of biology teachers |
| description |
This work was developed with fourth year students of the Teaching Practice course of the Biological Sciences Teacher Training Program at CRUB. Its objectives were to generate favorable spaces to critically reflect on the interactions of three components of the practices: student, teacher and observer. We worked with an innovative methodology called Triads for Solidarity Intervention (TlS), which allows to decenter from the role of the student in the subject and to be aware of the "I-other" link, from different perspectives. In the TIS methodology, students are arranged in groups of three; they act on a rotating basis as student, teacher or observer; they interact locally based on a previously read theoretical material; they self-organize, generating novelty and/or innovation from the material worked on. This way of working is considered by the students as a valuable tool that facilitates acting in specific roles, making it possible to investigate and reflect on the elements put into play, from the perspective of Critical Didactics.
Translated with www.DeepL.com/Translator (free version) |
| publisher |
Asociación de Docentes de Ciencias Biológicas de la Argentina |
| publishDate |
2004 |
| url |
https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/36626 |
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AT oviedoramonadolores spacesforreflectioninthetrainingofbiologyteachers AT oviedoramonadolores espaciosparalareflexionenlaformaciondeprofesoresdebiologia |
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2024-09-03T20:32:04Z |
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