Considerations for Professional Development Program that guides the teacher to reconceptualize teaching
The demands for quality education undoubtedly emphasize the role of the teacher, therefore, there must be a contribution to its development from programs that focus on professional requirements and needs as required for quality education. In this context, a system of professional development that em...
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| Format: | Article |
| Language: | English |
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Universidad Distrital Francisco José de Caldas
2016-12-01
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| Series: | Revista Científica |
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| Online Access: | http://revistas.udistrital.edu.co/ojs/index.php/revcie/article/view/11148 |
| _version_ | 1818444143474507776 |
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| author | Eduardo Ravanal-Moreno |
| author_facet | Eduardo Ravanal-Moreno |
| author_sort | Eduardo Ravanal-Moreno |
| collection | DOAJ |
| description | The demands for quality education undoubtedly emphasize the role of the teacher, therefore, there must be a contribution to its development from programs that focus on professional requirements and needs as required for quality education. In this context, a system of professional development that emphasizes the updating and improvement of teacher on discipline and teaching techniques as suggested by public policy in Chile, perhaps, is not a plausible solution to promote quality education, due to the technical rationality that guides it. The article seeks to contribute to the discussion on the pedagogical content knowledge as a hub for professional development biology teacher for its high incidence in teaching. Attention is paid to the aspects involved in professional development and professional teaching knowledge as a necessary requirement for teaching. Some considerations for the design of a professional development model to guide teachers to change their personal epistemology for a new conceptualization of pedagogical practice, including proposed: 1) work with teachers from their professional concerns at a cognitive level, contextual and situated, 2) to promote reflection activity that encourages transit between staff, sources, practical and result of teaching domains, 3) to discuss theoretically the new questions to face the difficulties of teaching and re-structure the pedagogical content knowledge of teacher. |
| first_indexed | 2024-12-14T19:11:15Z |
| format | Article |
| id | doaj.art-8f85fc2011b64aa598a2dd4c419b9974 |
| institution | Directory Open Access Journal |
| issn | 0124-2253 2344-8350 |
| language | English |
| last_indexed | 2024-12-14T19:11:15Z |
| publishDate | 2016-12-01 |
| publisher | Universidad Distrital Francisco José de Caldas |
| record_format | Article |
| series | Revista Científica |
| spelling | doaj.art-8f85fc2011b64aa598a2dd4c419b99742022-12-21T22:50:42ZengUniversidad Distrital Francisco José de CaldasRevista Científica0124-22532344-83502016-12-01128597010.14483/udistrital.jour.RC.2017.28.a58479Considerations for Professional Development Program that guides the teacher to reconceptualize teachingEduardo Ravanal-Moreno0Universidad Central de ChileThe demands for quality education undoubtedly emphasize the role of the teacher, therefore, there must be a contribution to its development from programs that focus on professional requirements and needs as required for quality education. In this context, a system of professional development that emphasizes the updating and improvement of teacher on discipline and teaching techniques as suggested by public policy in Chile, perhaps, is not a plausible solution to promote quality education, due to the technical rationality that guides it. The article seeks to contribute to the discussion on the pedagogical content knowledge as a hub for professional development biology teacher for its high incidence in teaching. Attention is paid to the aspects involved in professional development and professional teaching knowledge as a necessary requirement for teaching. Some considerations for the design of a professional development model to guide teachers to change their personal epistemology for a new conceptualization of pedagogical practice, including proposed: 1) work with teachers from their professional concerns at a cognitive level, contextual and situated, 2) to promote reflection activity that encourages transit between staff, sources, practical and result of teaching domains, 3) to discuss theoretically the new questions to face the difficulties of teaching and re-structure the pedagogical content knowledge of teacher.http://revistas.udistrital.edu.co/ojs/index.php/revcie/article/view/11148desarrollo profesionalconocimiento didáctico del contenidoprofesorproblemas de la enseñanzaaprendizaje |
| spellingShingle | Eduardo Ravanal-Moreno Considerations for Professional Development Program that guides the teacher to reconceptualize teaching Revista Científica desarrollo profesional conocimiento didáctico del contenido profesor problemas de la enseñanza aprendizaje |
| title | Considerations for Professional Development Program that guides the teacher to reconceptualize teaching |
| title_full | Considerations for Professional Development Program that guides the teacher to reconceptualize teaching |
| title_fullStr | Considerations for Professional Development Program that guides the teacher to reconceptualize teaching |
| title_full_unstemmed | Considerations for Professional Development Program that guides the teacher to reconceptualize teaching |
| title_short | Considerations for Professional Development Program that guides the teacher to reconceptualize teaching |
| title_sort | considerations for professional development program that guides the teacher to reconceptualize teaching |
| topic | desarrollo profesional conocimiento didáctico del contenido profesor problemas de la enseñanza aprendizaje |
| url | http://revistas.udistrital.edu.co/ojs/index.php/revcie/article/view/11148 |
| work_keys_str_mv | AT eduardoravanalmoreno considerationsforprofessionaldevelopmentprogramthatguidestheteachertoreconceptualizeteaching |