Los saberes docentes en el trabajo cotidiano de los maestros

Resumen

En el artículo se concibe a la docencia como un trabajo sustentado en los saberes que los maestros se apropian y generan en la resolution cotidiana de la enseñanza. Se presenta un análisis etnográfico de una clase de primer grado de primaria, donde los saberes docentes identificados son: cómo organizar al grupo, cómo involucrar a los niños en la actividad, cómo tomar en cuenta las intervenciones de los niños, cómo promover y cómo sostener la actividad individual. El interés del trabajo es contribuir al estudio de los saberes docentes que los maestros generan y se apropian en el ejercicio cotidiano de la enseñanza y que han sido escasamente abordados en la investigación sobre la docencia.     

Multilevel Interaction Models and their Use in the Analysis of Large‐scale School Effectiveness Studies

In the present paper we discuss the merits of a general multilevel approach to model analysis of large scale school effectiveness studies.

We briefly review previous research framework which have been used in school effectiveness research and examine critically the assumptions on which they were based and the methodological implications of these assumptions. The general interaction models presented in this paper provide an answer to many of these critiques. Findings from different types of modeling supported the claim that the modeling of school effectiveness studies must be both multilevel and interactive. Achievement is found to be dependent in a very sensitive, non‐additive way, on the particular combination of pupil's home background, his or her general ability, teaching style and other teacher characteristics, the class and the school context in which the pupil learns. Comparisons between parsimonious main effect models with parsimonious interactive ones show that although the explanatory power of interaction models might be slightly smaller, the use of interaction models causes changes in the specification of the models that cannot be ignored.     

Improving preservice chemistry teachers’ content knowledge through intervention activities

ABSTRACT

The effect of intervention activities on the chemistry content knowledge of 92 preservice chemistry teachers (PSCT) was examined via a pre and post true/false with confidence level test focusing on ionisation energy values and the use of a common alternative conception (AC). Data were collected from three cohorts of PSCT each engaged in a one year full-time university-based teacher education programme. Comparison of pre-and post-test responses and discrimination differences between responses for each PSCT were used to identify the use of the AC and hence the efficacy of the intervention activities. Interviews with 14 of these PSCT allowed triangulation of the data. Findings suggest that the activities allow 71% of PSCT to identify this AC as non-scientific or become more confident in doing so. Interview data indicate that this rejection of this AC is sustained for 9 of the 11 PSCT whose test data indicated improvement. These data have implications for teacher education such that 2 hour intervention sessions can offer the opportunity for PSCT to develop their subject matter knowledge. As the accurate application of electrostatic concepts to electrons has wider application to bonding, these interventions offer PSCT more accurate chemical subject knowledge resources to draw on in their teaching.     

Hierarchical task analysis ‐ An approach for diagnosing students’ conceptual difficulties

Pupils’ conceptual difficulties in scientific problem‐solving are examined on the basis of their performance on complex tasks and on the simple tasks of which the complex tasks are composed. A theoretical analysis reveals that identical errors on a complex task are not necessarily due to the same errors on the associated component tasks. This is illustrated by reference to actual research findings. The educational implications of this finding are discussed.     

High school students’ difficulties in understanding osmosis

Preconceptions and misconceptions of 500 secondary students in years 9‐12 regarding osmosis were studied through the use of five different kinds of instruments: prior learning inventory, self‐report knowledge inventory, true/false test, definitions and clinical interviews. Some of the major findings were: (1) The most frequent explanation offered to osmosis is ‘a desire or drive towards equalizing concentrations’. (2) Hardly any student uses the concept ‘water concentration’. (3) Most students fail to realize that in dynamic equilibrium water molecules keep moving. (4) Students have special difficulty in understanding osmotic relations in plants. (5) Many students have difficulty in grasping solute‐solvent and concentration‐quantity relations. (6) Students often perform laboratory experiments without really understanding the underlying principles. Practical and theoretical implications are discussed.     

When rewards and sanctions fail: a case study of a primary school rule‐breaker

Positioning theory provides a lens through which to view the narrative accounts of working‐class parents as dynamic, intentional acts of positioning intended to gain the recognition of school personnel as full partners in the education of their children. Knowing that school personnel will not treat them with the kind of respect given middle‐class parents, but refusing to allow themselves to be viewed as if they were lower‐class parents, analysis of the accounts of working‐class parents reveals intentional acts of positioning that serve to: (1) fight against stereotypes, (2) guard against being made to feel inferior by maintaining vigilance and involvement, and (3) build cultural and social capital through dialog and deliberation. These acts of intentional positioning are also understood as knowledge‐generating activities where people come together in dialog to work toward a mutually acceptable solution. Implications for the development of dialog‐oriented parental involvement practices are offered.     

Signs,symbols and metaphor: linking self with text in inquiry-based learning

The focus in this article is on the role of symbol and metaphor in the development of student self-awareness and engagement in the process of learning. It draws on a case-study which explored the process of an inquiry-based learning project in an Indigenous learning centre in a school in New South Wales, Australia. The data used for this article were taken from the first stage of the inquiry project – the construction of a shared language for learning. The article argues that developing a rich and local language for learning, that links to the collective consciousness of a community through metaphors and symbols, is a crucial prerequisite for inquiry-based learning. It reveals how the naming of native Australian animals as icons for learning power, the co-construction of a learning story and the creation of a self-portrait as a learner collage provide mechanisms through which the students can performatively re-represent and recall their identities as learners. The processes enable the students to make connections between self and the meanings carried in the pictorial texts to develop self-awareness and responsibility for their own learning. It also provides the learners and their mentors with the necessary symbols and metaphors to scaffold the process of the inquiry in ways that allowed them to use the metaphors associated with the symbols to talk about change and to begin to engage with the formal requirements of the curriculum.