Aprendizaje escolar y obstáculos: estudio de caso de una profesora de ciencias de secundaria Educational-school learning and obstacles: case study of a secondary science teacher

dc.creator	Bartolomé Vázquez-Bernal
dc.creator	Roque Jiménez-Pérez
dc.creator	Matilde Martos
dc.creator	Vicente Mellado
dc.date	2009-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:13:53Z
dc.date.available	2015-07-20T22:13:53Z
dc.identifier	10.1590/S1516-73132009000100001
dc.identifier	1516-7313
dc.identifier	1980-850X
dc.identifier	https://doaj.org/article/d3d94e95b61f452d98eb2939ce6e4e68
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/16384
dc.description	En el artículo se describe un estudio de caso de una profesora de educación secundaria integrada en un grupo de investigación-acción. Nuestro interés es la relación entre el aprendizaje escolar y los obstáculos que sus alumnos encuentran. Se analiza cómo la reflexión de la profesora y sus acciones en el aula interactúan, así como su influencia en el desarrollo profesional. Para acometer este estudio hemos desarrollado una hipótesis de progresión que llamamos de la Complejidad. Los hallazgos sugieren que la profesora posee una concepción asimilativa del aprendizaje escolar, formando parte del núcleo duro de sus obstáculos para el desarrollo profesional. Este proceso indica la dirección en su desarrollo profesional en tanto construya teorías más complejas al respecto, así como el soporte fundamental del grupo de investigación-acción.<br>This article describes a case study of a secondary education science teacher as a part of an investigation-action group. We analyze how reflection and action interact, and the influence on teacher professional development. To undertake this study we have developed a progression hypothesis that we call The Complexity Hypothesis, which progresses from technical efficiency, passing to interest in practical problems, and to critical awareness. The findings suggested that the teacher's conception is associated with the assimilation of the educational school learning, comprising a hard core of obstacles for her professional development. On the other hand, we also saw the emphasis on her interest in the pupils' difficulties in the learning process. This process indicates the direction of her professional development for more complex theories on the matter, as well as the fundamental importance of the support of the investigation-action group.
dc.language	Portuguese
dc.language	Spanish
dc.publisher	Programa de Pós-Graduação em Educação para a Ciência, Bauru: Faculdade de Ciências, UNESP
dc.relation	http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1516-73132009000100001
dc.relation	https://doaj.org/toc/1516-7313
dc.relation	https://doaj.org/toc/1980-850X
dc.rights	CC BY-NC
dc.source	Ciência & Educação, Vol 15, Iss 1, Pp 1-19 (2009)
dc.subject	Aprendizaje escolar
dc.subject	Obstáculos
dc.subject	Reflexión
dc.subject	Prácticas de aula
dc.subject	Complejidad
dc.subject	Desarrollo profesional
dc.subject	Educational-school learning
dc.subject	Obstacles
dc.subject	Reflection
dc.subject	Classroom practice and complexity
dc.subject	Science teachers professional development
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Aprendizaje escolar y obstáculos: estudio de caso de una profesora de ciencias de secundaria Educational-school learning and obstacles: case study of a secondary science teacher
dc.type	article