The Logbook as Educational Instrument in the initial Training Process of Science and Biology Teachers

This study aimed to analyze the educational potential of reflexive narrative from the perspective of Research-Education-Action (REA). Therefore, we use as a research tool diary of maple written by the subjects participating in a teacher formation project. We proceeded to read these, demarcation of parts and subsequent transcription and categorizing. The qualitative research process based on the narratives of the subjects led us to affirm that the methodologies that were developed in the formation program from the perspective of REA came to stimulate reflection on different content related to the construction of teaching practice. Based on the data obtained in this study, we may be arguing in favor of the perspective of the IFA developed from the practice of reflective writing in diary of maple, as we realize that presents itself as a valuable formation potential, a method of intervention and possible constant (re)construction practice. Thus, we see the exercise of construction of diary of maple, backed in the IFA methodology, as a constituent and formation methodology of teaching action. 

• Autores: Boszko, Camila; da Costa Güllich, Roque Ismael
• Tipo de recurso: Article of journal
• Fecha de publicación: 2016
• Institución: Universidad Pedagógica Nacional
• Repositorio: Repositorio Institucional UPN
• Idioma: spa
• OAI Identifier: oai:repository.pedagogica.edu.co:20.500.12209/4447
• Acceso en línea: http://revistas.pedagogica.edu.co/index.php/bio-grafia/article/view/5812; http://hdl.handle.net/20.500.12209/4447
• Rights: openAccess
• License: https://creativecommons.org/licenses/by-nc/4.0