University teachers thinking as a result of a change of academic contexts
Usually, teaching training of university professors resembles that of medieval craftsmen, the result of which is the uncritical repetition of the teaching models implemented by their undergraduate Faculty. When a teacher changes context, the generally successful action models in the faculty of origi...
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Asociación de Profesores de Física de la Argentina
2019
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/24669 |
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I10-R316-article-246692024-03-04T21:37:20Z University teachers thinking as a result of a change of academic contexts El pensamiento de profesores universitarios ante un cambio de contexto académico Milicic, Beatriz Enseñanza universitaria Pensamiento del profesor Física para no físicos Cultura académica Undergraduate teaching Teacher thinking Physics for non-physicists Academic culture Usually, teaching training of university professors resembles that of medieval craftsmen, the result of which is the uncritical repetition of the teaching models implemented by their undergraduate Faculty. When a teacher changes context, the generally successful action models in the faculty of origin present problems in the new context, generating insecurities and dilemmas. These experiences are interpreted from concepts related to academic culture: interpretations shared by members of a culture provide guidelines on how to behave and what to expect from other members. When changing their context, the shared interpretations are different, generating these instabilities. The immigrant metaphor is used to interpret the experiences of teachers. Usualmente, la formación docente de los profesores universitarios es equivalente a la de los artesanos medie-vales, cuyo resultado es la repetición acrítica de los modelos docentes implementados en su facultad. Cuando un profesor cambia de ámbito, generalmente los modelos de acción exitosos en la facultad de origen presentan problemas en el nuevo contexto, generándole inseguridades y dilemas. Se interpretan estas vivencias a partir de conceptos relacionados con la cultura académica: las interpretaciones compartidas por los miembros de una cultura proveen guías respecto de cómo comportarse y qué esperar de los demás miembros.Al cambiar de ámbito, las interpretaciones compartidas son diferentes, generando estas inestabilidades.Se emplea la metáfora del inmigrante para interpretar las vivencias de los profesores. Asociación de Profesores de Física de la Argentina 2019-06-11 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/24669 10.55767/2451.6007.v31.n1.24669 Journal of Physics Teaching; Vol. 31 No. 1 (2019): January - June; 27-35 Revista de Enseñanza de la Física; Vol. 31 Núm. 1 (2019): Enero - Junio; 27-35 Revista de Enseñanza de la Física; v. 31 n. 1 (2019): Janeiro - Junho; 27-35 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/24669/23878 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/24669/23888 Derechos de autor 2019 Beatriz Milicic http://creativecommons.org/licenses/by-nc-nd/4.0 |
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Universidad Nacional de Córdoba |
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I-10 |
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R-316 |
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Revista de Enseñanza de la Física |
| language |
Español |
| format |
Artículo revista |
| topic |
Enseñanza universitaria Pensamiento del profesor Física para no físicos Cultura académica Undergraduate teaching Teacher thinking Physics for non-physicists Academic culture |
| spellingShingle |
Enseñanza universitaria Pensamiento del profesor Física para no físicos Cultura académica Undergraduate teaching Teacher thinking Physics for non-physicists Academic culture Milicic, Beatriz University teachers thinking as a result of a change of academic contexts |
| topic_facet |
Enseñanza universitaria Pensamiento del profesor Física para no físicos Cultura académica Undergraduate teaching Teacher thinking Physics for non-physicists Academic culture |
| author |
Milicic, Beatriz |
| author_facet |
Milicic, Beatriz |
| author_sort |
Milicic, Beatriz |
| title |
University teachers thinking as a result of a change of academic contexts |
| title_short |
University teachers thinking as a result of a change of academic contexts |
| title_full |
University teachers thinking as a result of a change of academic contexts |
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University teachers thinking as a result of a change of academic contexts |
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University teachers thinking as a result of a change of academic contexts |
| title_sort |
university teachers thinking as a result of a change of academic contexts |
| description |
Usually, teaching training of university professors resembles that of medieval craftsmen, the result of which is the uncritical repetition of the teaching models implemented by their undergraduate Faculty. When a teacher changes context, the generally successful action models in the faculty of origin present problems in the new context, generating insecurities and dilemmas. These experiences are interpreted from concepts related to academic culture: interpretations shared by members of a culture provide guidelines on how to behave and what to expect from other members. When changing their context, the shared interpretations are different, generating these instabilities. The immigrant metaphor is used to interpret the experiences of teachers. |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
2019 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/24669 |
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AT milicicbeatriz universityteachersthinkingasaresultofachangeofacademiccontexts AT milicicbeatriz elpensamientodeprofesoresuniversitariosanteuncambiodecontextoacademico |
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