New teachers: reflections from knowledge and training
The transformation of the school suggests that the teacher must carry out a critical reflection that leads to a permanent deconstruction of his knowledge and work; it also, requires a constant restructuring of the curricula proposed for the training of teachers, so that respond to the new realities...
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| 主要作者: | |
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| 格式: | Online |
| 语言: | 西班牙语 |
| 出版: |
Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2022
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| 主题: | |
| 在线阅读: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2699 |
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| 总结: | The transformation of the school suggests that the teacher must carry out a critical reflection that leads to a permanent deconstruction of his knowledge and work; it also, requires a constant restructuring of the curricula proposed for the training of teachers, so that respond to the new realities of school scenarios. The present review work aims to compile the most relevant contributions that have been made in Colombia around pedagogical knowledge and teacher training. To this end, a descriptive theoretical inquiry of a documentary type has been elaborated that allows to consider the contributions of a theoretical nature and to analyze the problems found, the methodologies used, the instruments applied, and the results found in the investigations that address the construction on pedagogical knowledge and teacher training in Colombia. The fundamental ideas of the document revolve around the way in which the concept of pedagogical knowledge has been constructed in Colombia and the orientations from which teacher training programs in this country have been structured. conclusions derived from the results found suggest the imperative need to install pedagogical knowledge as a field of permanent research that provides significant elements that allow the continuous restructuring of teacher training curricula in Colombia. |
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