Resumo

VANESA GIMENEZ, Yanina; GUIRADO, Ana María  e  MAZZITELLI, Claudia Alejandra. Social Representation and Reflective Practices for Initial Teaching Training in the Natural Sciences and Technology. Educación [online]. 2021, vol.45, n.1, pp.342-362. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v45i1.40654.

This study was conducted among a group of 39 students, all Education Majors specializing in the teaching of Physics, Chemistry, and Technology at the National University of San Juan (Argentina). The study probed into the Psychology of Learning, exploring how learning and teaching are conceptualized. It also covered various theories about learning and their contributions. The general objective of was to identify and examine the Social Representation (SR) of future teachers linked to learning and teaching, as well as encourage discussion and reflection. A qualitative approach as well as various research techniques were employed, including evocation and hierarchy, work with images and incomplete sentences as well as discussion with the students. Analytical categories based on a theoretical perspective were developed for data processing purposes. The results reveal that the SR of teaching and learning does not always consider the characteristics of the participating subjects. Based on the identified SR, it is not adamant for teachers to serve as guides or subjects to plan the content to be taught. Rather, teachers are perceived as transmitters of content since students ultimately learn from interaction with their surroundings. Nevertheless, the results reveal the need to continue to engage with teacher trainees to systematically incorporate reflective practices in their teaching, early on in their training process.

Palavras-chave : Social Representations; Reflective Practices; Teacher Training; Natural Sciences; Technology.

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