La práctica profesional en la formación didáctica y pedagógica de docentes
In this paper present a project that examines, analyzes, evaluates and reoriented, from critical and ongoing reflection, the processes of teaching and learning of chemistry as a science, considered as actors in the process: training teachers to hold the schools where develops the professional practi...
- Autores:
-
Enciso-Galindo, Sandra Isabel
Muñoz-Albarracín, Liz
Sánchez-Galvis, Diana Marcela
Amador-Rodríguez, Rafael Yecid
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2009
- Institución:
- Universidad Católica de Colombia
- Repositorio:
- RIUCaC - Repositorio U. Católica
- Idioma:
- spa
- OAI Identifier:
- oai:repository.ucatolica.edu.co:10983/548
- Acceso en línea:
- http://hdl.handle.net/10983/548
- Palabra clave:
- PRÁCTICA PROFESIONAL DOCENTE
DIDÁCTICA DE LAS CIENCIAS
FORMACIÓN INICIAL DE PROFESORES
UNIDADES DIDÁCTICAS Y RESOLUCIÓN DE PROBLEMAS
PRACTICA DOCENTE
FORMACION PROFESIONAL DE MAESTROS
SOLUCION DE PROBLEMAS
- Rights
- openAccess
- License
- Derechos Reservados - Universidad Católica de Colombia, 2009
| Summary: | In this paper present a project that examines, analyzes, evaluates and reoriented, from critical and ongoing reflection, the processes of teaching and learning of chemistry as a science, considered as actors in the process: training teachers to hold the schools where develops the professional practice and teaching faculty researchers at the Universidad Distrital. An analysis of the school context in which teachers in training, used the development of teaching units as a strategy to address the concepts, theories or models of chemistry in different degrees and institutions where you did your teaching practice, these teaching units are directed from the problem-solving model |
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