El razonamiento del profesorado de Biología sobre el obstáculo epistemológico teleológico
Resumen
El razonamiento pedagógico es fundamental para desarrollar prácticas de enseñanza informadas, pero su pleno potencial se ve limitado por la reflexión convencional que habitualmente se promueve, limitando la capacidad del profesorado para explicar los motivos detrás de su práctica. En ese contexto, se diseñó un estudio cuantitativo con el objetivo de caracterizar el razonamiento pedagógico de 32 profesores de Biología en servicio ante una situación hipotética de clase que, implícitamente, da cuenta de un obstáculo epistemológico teleológico sobre evolución, a partir del cual los participantes perciben, predicen y justifican. Los hallazgos revelan que los profesores noveles son más propensos a identificar un obstáculo epistemológico, mientras que la capacidad para justificar las predicciones es un aspecto desafiante tanto para profesores noveles como experimentados.
Palabras clave
Razonamiento pedagógico, Obstáculo epistemológico, Teleología, Evolución, Educación secundariaCitas
Abraira, V. (2000). El índice de kappa. Semergen, 27, 247-249.
Alonzo, A., Berry, A., y Nilsson, P. (2019). Unpacking the complexity of science teacher´s PCK in action: Enacted and Personal PCK. En A. Hume, R. Cooper y A. Borowski, A. (Eds.), Repositioning pedagogical content knowledge in teachers´ knowledge for teaching science (pp. 273-288). Springer. https://doi.org/10.1007/978-981-13-5898-2
Álvarez, C. (2013). Enseñanza y desarrollo profesional docente. Madrid: La Muralla.
Anderson, J. y Taner, G. (2023). Building the expert teacher prototype: A metasummary of teacher expertise studies in primary and secondary education. Educational Research Review, 38, 100485. https://doi.org/10.1016/j.edurev.2022.100485
Appleton, K. (2002). Science activities that work: Perceptions of primary school teachers. Research in Science Education, 32(3), 393-410.
Astolfi, J. (2001). Conceptos clave en la didáctica de las disciplinas. Díada.
Bakker, C., de Glopper, K., y de Vries, S. (2022). Noticing as reasoning in lesson study teams in initial teacher education. Teaching and Teacher Education, 113, 103656 https://doi.org/10.1016/j.tate.2022.103656
Bakker, C., de Glopper, K., y de Vries, S. (2024). Are we jumping into a gap? A study of the interplay between theorical input and practical knowledge during noticing as reasoning of a lesson study team in initial teacher education. Teaching and Teacher Education, 140, 104468. https://doi.org/10.1016/j.tate.2023.104468
Becerra, B., Núñez, P., Vergara, C., Santibáñez, D., Krüger, D., y Cofré, H. (2023). Developing an instrument to assess pedagogical content knowledge for Evolution. Research in Science Education, 53, 213-229. https://doi.org/10.1007/s11165-022-10042-0
Black, P. y Plowright, D. (2010). A multi-dimensional model of reflective learning for professional development. Reflective Practice, 11(2), 245-258. https://doi.org/10.1080/14623941003665810
Blomberg, G., Stürmer, K., y Seidel, T. (2011). How pre-service teachers observe reaching on video: Effects of viewers´ teaching subjects and the subject of the video. Teaching and Teacher Education, 27(7), 1131-1140. https://doi.org/10.1016/j.tate.2011.04.008
Bordón, P., Canals, C., Rojas, S. y Serra, C. (2017). Desarrollo profesional de los docentes. En Ministerio de Educación, Contextualización de la enseñanza en Chile. Resultados de la encuesta internacional TALIS 2013, OCDE (pp. 49-88). MINEDUC.
Bothelo, N. (2021). Reflection in motion: an embodied approach to reflection on practice. Reflective Practice, 22(2), 147-158. https://doi.org/10.1080/14623943.2020.1860926
Camilloni, A. (Ed.). (2001). Los obstáculos epistemológicos en la enseñanza. Gedisa.
Choy, B., Thoma, M., y Yoon, C. (2017). The FOCUS framework: Characterising productive noticing during lesson planning, delivery and review. En E. O. Schack, M. H. Fisher, J. A. Wilhelm (Eds.), Teacher noticing: Bridging and broadening perspectives, contexts, and frameworks (pp. 445-466). Springer.
Deniz, H. y Borgerding, L. (2018). Evolution Education Around the Globe. Springer.
Futuyma, D. y Kirkpatrick, M. (2018). Evolution. Oxford University Press.
Galaz, A., Fuentealba, R., Cornejo, J., y Padilla, A. (2011). Estrategias reflexivas. La formación de profesores y de formadores de profesores. LOM.
González Galli, L. y Meinardi, E. (2015). Obstáculos para el aprendizaje del modelo de evolución por selección natural en estudiantes de escuela secundaria de Argentina. Ciencia y Educação, 21(1), 101-122. http://dx.doi.org/10.1590/1516-731320150010007
González Galli, L. y Meinardi, E. (2011). The Role of Teleological Thinking in Learning the Darwinian Model of Evolution. Evolution: Education and Outreach, 4(1), 145-152. https://doi.org/10.1007/s12052-010-0272-7
González Galli, L., Pérez, G., y Gómez Galindo, A. (2020). The self-regulation of teleological thinking in natural selection learning. Evolution Education & Outreach, 13(6). https://doi.org/10.1186/s12052-020-00120-0
González Galli, L., Pérez, G., Cupo, B., y Alegre, C. (2022). Revisión y revalorización del concepto de obstáculo epistemológico para la enseñanza de las Ciencias Naturales. Ciência & Educação, 28, e22040. https://doi.org/10.1590/1516-731320220040
Greenacre, M. (2008). La práctica del análisis de correspondencia. Fundación BBVA.
Ho Chan, K., Xu, L., Cooper, R. Berry, A., y van Driel, J.H. (2020). Teacher noticing in science education: do you see what I see? Studies in Science Education. https://doi.org/10.1080/03057267.2020.1755803
Hughes, J., Hong, Y., Shi, Y., y Hsiao, K-H. (2020). Preservice and in-service teachers’ pedagogical reasoning underlying their most-valued technology-supported instructional activities. Journal of Computer Assisted Learning, 36(4), 549-568. http://doi.org/10.1111/jcal.12425
Imbernón, F. (2007). Diez ideas clave: la formación permanente del profesorado. Nuevas ideas para formar en la innovación y el cambio. Grao.
Kahneman, D. (2012). Pensar rápido, pensar despacio. Debate.
Kam Ho Chan, K., Xu, L., Cooper, R., Berry, A., y van Driel, J. (2021). Teacher noticing in science education: do you see what I see? Studies in Science Education, 57(1), 1-44. https://doi.org/10.1080/03057267.2020.1755803
Kavanagh, S., Conrad, J., y Dagogo-Jack, S. (2020). From rote to reasoned: Examining the role of pedagogical reasoning in practice-based teacher education. Teaching and Teacher Education, 89, 102991. https://doi.org/10.1016/j.tate.2019.102991
Keast, S., Panizzon, D., Mitchell, I., Loughran, J., Tham, M., y Rutherforf, L. (2017). Routes into student engagement as part of the pedagogical reasoning of teachers. Formiga/MG, 12(2), 278-283.
Korthagen, F. y Vasalos, A. (2010). Going to the core: deeping reflection by connecting reflection by connecting the person to the profession. En N. Lyons (Ed.), Handbook of Reflection and Reflective inquiry: mapping a way of knowing for professional reflective inquiry (pp. 529-552). Springer. https://doi.org/10.1007/978-0-387-85744-2
Loughran, J. (2019). Pedagogical reasoning: the foundation of the professional knowledge of teaching. Teacher and Teaching, 25(5), 523-535. http://doi.org/10.1080/13540602.2019.1633294
Marathe, A. y Sen, A. (2021). Empathetic reflection: reflecting with emotion. Reflective Practice, 22(4), 566-574. https://doi.org/10.1080/14623943.2021.1927693
Mena, J., Hennissen, P., y Loughran, J. (2017). Developing pre-service teachers’ professional knowledge of teaching: The influence of mentoring. Teaching and Teacher Education, 66, 47-59. https://doi.org/10.1016/j.tate.2017.03.024
Miller, K. (2011). Situation awareness in teaching: what educators can learn from video-based research in other field. En M. Sherin, V. Jacobs y R. Phillip (eds.), Mathematics teacher noticing: seeing throught teachers´eyes (pp. 51-65). Routledge.
Ministerio de Educación (2021). Estándares de la profesión docente – Marco para la Buena Enseñanza. CPEIP. https://estandaresdocentes.mineduc.cl/Categoria-p/mbe/
OECD (2020). TALIS 2018 Results (volumen II): Teachers and School Leaders as Valued Professional, Talis, OECD Publishing, Paris. https://doi.org/10.1787/19cf08df-en
Orgaványi-Gajdos, J. (2016). Teachers´ professional development on problem solving. Theory and practice for teachers and teacher educators. Sense Publisher.
Pilous, R., Leuders, T. y Rüede, C. (2023). Novice and expert teachers´use of content-related knowledge during pedagogical reasoning. Teaching and Teacher Education, 129, 104149. https://doi.org/10.1016/j.tate.2023.104149
Pozo, J. (2014). Psicología del aprendizaje humano. Adquisición de conocimiento y cambio conceptual. Morata.
Ravanal, E., Díaz, C., y González Galli, L. (2024). Rúbrica analítica. [archivo PDF] https://figshare
.com/articles/dataset/Rubrica_art_culo_Ravanal_et_al_2024_pdf/25587450
Ravanal, E., López-Cortés, F., Amórtegui, E., y Joglar, C. (2021). Preocupaciones docentes y las etapas de desarrollo de profesores chilenos de Biología. Revista de Estudios y Experiencias en Educación, 20(42), 213-232. http://dx.doi.org/10.21703/rexe.20212042ravanal13
Rosengren, K., Brem, S., Evans, E., y Sinatra, G. (Eds.). (2012). Evolution Challenges: Integrating research and practice in teaching and learning about evolution. Oxford University Press.
Rozenszajn, R., Snapir, Z., y Machluf, Y. (2019). Professional learning and development of two groups of pre-service teachers with different scientific knowledge bases and different teaching training in the course of their studies. Studies in Educational Evaluation, 61, 123-137. http://doi.org/10.1016/j.stueduc.2019.03.007
Schäfer, S. y Seidel, T. (2015). Noticing and reasoning of teaching and learning components by pre-service teachers. Journal for Educational Research Online, 7(2), 34-58.
Shulman, L. (1998). Theory, Practice, and Education of Professionals. The Elementary School Journal, 98(5), 511-526.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
Smith, M. (2010). Current Status of Research in teaching and Learning Evolution: I. Philosophical/Epistemological Issues. Science and Education, 19, 523-538. https://doi.org/10.1007/s11191-009-9215-5
Stender, A., Brückmann, M., y Neuman, K. (2017). Transformation of topic-specific professional knowledge into personal pedagogical content knowledge through lesson planning. International Journal of Science Education, 39(12), 1690-1714. http://doi.org/10.1080/09500693.2017.1351645
Van Es, E. y Sherin, M. (2002). Learning to Notice: scaffolding new teachers` interpretations of classroom interaction. Journal Technology and Teacher Education, 10(4), 571-596. https://www
.learntechlib.org/primary/p/9171/
Van Velzen, J. (2015). Are students intentionally using self-reflection to improve how they learn? Conceptualizing self-induced self-reflective thinking. Reflective Practice, 16(4), 522-533. https://doi.org/10.1080/14623943.2015.1064378
Zaragoza, A., Seidel, T., y Hiebert, J. (2021). Exploring preservice teachers` abilities to connect professional knowledge with lesson planning and observation. European Journal of Teacher Education, 47(1), 120-139. https://doi.org/10.1080/02619768.2021.1996558
Publicado
Descargas
Derechos de autor 2024 Eduardo Ravanal Moreno, Camila Díaz Ramírez, Leonardo González Galli
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
