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La formació inicial dels mestres d'educació primària de la UAB en didàctica de les ciències socials: un estudi de cas
| Content Provider | Semantic Scholar |
|---|---|
| Author | Roig, Cecilia Llobet |
| Copyright Year | 2006 |
| Abstract | La investigacio s'inclou en el camp de la formacio inicial del professorat en didactica de les ciencies socials i estudia una realitat educativa concreta: l'assignatura de Ciencies Socials i la seva Didactica de la titulacio d'Educacio Primaria de la UAB. Aquesta assignatura preten formar uns professionals reflexius, critics i autonoms, entenent la formacio com un proces dinamic en el qual l'alumne es converteix en protagonista de la seva formacio i no en un receptor passiu del coneixement professional. El plantejament de l'assignatura comporta que al llarg del curs hi hagi una continua i estreta relacio entre la teoria i la practica, entre la teoria explicada a la universitat i la practica a l'escola i un treball coordinat entre els professors formadors de la universitat i els mestres tutors de les escoles. La part practica de l'assignatura consisteix en l'aplicacio i contextualitzacio dels continguts treballats a Ciencies Socials i la seva Didactica a la preparacio, experimentacio, analisi i avaluacio d'una unitat didactica de l'Area de Coneixement del Medi Social i Cultural en una aula de primaria. A mes, en el proces de preparacio d'aquesta unitat didactica interve tambe l'assignatura de Psicologia Evolutiva i de l'Educacio. Els principals objectius de la investigacio es poden sintetitzar en tres: 1. Analitzar i valorar les concepcions previes dels estudiants de formacio inicial del professorat, que majoritariament han estat formats en el model positivista, i comprovar si durant el curs mostren disposicio al canvi conceptual cap el model critic. 2. Analitzar la relacio entre la teoria treballada a la universitat i la practica educativa a l'escola. 3. Analitzar i valorar els paper dels mestres tutors de les escoles en la preparacio, experimentacio i avaluacio de la practica educativa dels futurs ensenyants. Per assolir aquests objectius vaig optar per la utilitzacio d'una metodologia qualitativa i interpretativa. Les persones, en aquest cas els mestres tutors de les escoles, els estudiants de formacio inicial del professorat i jo mateixa com a professora de Ciencies Socials i la seva Didactica, han estat les principals fonts d'informacio per a la recollida de dades. Els resultats de la recerca es poden considerar positius. La majoria dels estudiants de formacio inicial, que han participat en la recerca, han estat molt motivats i predisposats per aprendre nous coneixements i noves maneres d'ensenyar les ciencies socials. Han sabut aplicar i contextualitzar gran part dels continguts teorics treballats a les assignatures de Psicologia Evolutiva i de l'Educacio i Ciencies Socials i la seva Didactica en la seva practica a l'aula. Entre les causes que poden explicar els resultats positius de la investigacio podria citar, entre altres: el paper protagonista dels futurs mestres en la seva propia formacio; la constant i estreta articulacio existent durant tot el curs entre la teoria i la practica; l'existencia d'un mateix discurs entre els mestres de les escoles i els professors de la universitat; i el fet de que la practica sempre ha anat acompanyada d'un treball de reflexio i d'analisi. Les conclusions mes rellevants de la recerca mostren la necessitat de trobar una bona relacio entre la teoria i la practica i el paper fonamental que tenen els mestres en actiu en la formacio inicial dels futurs ensenyants. _________________________________________________ The research can be included in the field of initial education of teachers in Social Studies. It analyses a specific context: the subject of Socials Sciences Didactics from Faculty of Education Sciences from UAB. This subject wants to train reflective, critical and autonomous professionals. It understands the education as a dynamic process. In this system the eleven becomes the protagonist of his education and non a passive receiver of professional knowledge. The formulation of the subject demands a continuous and a close relation between theory from university and the practice at the school and a coordinate work between the teachers of university and the teachers of schools along of the course. The practicums part of the subject consists in the application and contextualation of the studied contents from Socials Sciences Didactics to the preparation, experimentation, analysis and evaluation of lesson sequences of Social and Cultural Knowledge Environment at the Primary School. In the process of preparation participates the subject of Evaluative and Educative Psychology, also. The principal objectives of the research are three: 1. Analyse and value the previous experience of the students of initial formation of teacher. The majority of them have been educated in the Positivistic model and I want to know if they show dispositions to change to critical model. 2. Analyse and study the relation between the theory worked at the university and the educative practice at the school. 3. Analyse and value the role of the teachers of the schools in the preparation and evaluation the educative practical of future teachers. I choose a qualitative and interpretative methodology for my research. The persons, the teachers of schools, the students of university and me, as a teacher of Social Sciences Didactics, are the most important sources for the informations collection. The results of the research are successful. The majority of students, who have participated in the research, have been very motivated and prepared to learn the new knowledge and the news methodologies to teach Socials Sciences at Primary schools. In their practices at the schools they have applicated and contextualizated a lot of the contents what they have learnt at the university. I think there are some reasons what can explain the good results of my research: the protagonist role of the futures teachers in their formation; the constant and close articulation existing between the theory and the practice along of the course; the existence of the same discourse between the teachers of the schools and the teachers of university; and the event of the practice has been always accompanied of reflexive and analytic work at the school and at the university. The most important conclusions of this research show the need to find a good relation between the theory and the practice and the important role of the working teachers in the initial formation of futures teachers. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://ddd.uab.cat/pub/tesis/2004/tdx-0213106-174702/clr1de1.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
