Services on Demand
Journal
Article
Indicators
- Cited by SciELO
- Access statistics
Related links
- Similars in SciELO
Share
Revista Electrónica Educare
On-line version ISSN 1409-4258Print version ISSN 1409-4258
Abstract
GUZMAN-RODRIGUEZ, Rosa Julia and CIFUENTES-GARZON, José Eduardo. Progressions in the understanding of pedagogical concepts in teachers in advanced formation. Educare [online]. 2023, vol.27, n.3, pp.21-39. ISSN 1409-4258. http://dx.doi.org/10.15359/ree.27-3.17184.
Objective.
This study aims to identify the differences in the thinking paths used to appropriate pedagogical concepts by students with or without initial university education. These paths were implemented in a course on teaching comprehension (TFC) in the Master’s Degree in Pedagogy program at a Colombian university.
Methodology.
This qualitative research was conducted through surveys, field journals, and thinking routines administered to fifty-eight students across three cohorts (2013-2014) enrolled in the Master’s degree in pedagogy. They participated in the TFC contest.
Results.
The study found differences in the paths to building pedagogical concepts (teaching, learning, didactics, evaluation, comprehension and research in the classroom) between those who obtain the master’s degree with previous formation in education and those who do not have such formation.
Conclusions.
Knowledge of these differences constitutes a contribution to the design of advanced teacher training programs. On the other hand, the thinking paths are based on theoretical and practical reflections on the student and the teacher-learner relationship.
Keywords : Advanced formation; learning; track records; thinking.