¿Qué tienen en cuenta los profesores cuando seleccionan el contenido de enseñanza? Cambios y dificultades tras un programa de formación.

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Autor/Urheber	Sánchez Blanco, Gaspar; Valcárcel Pérez, María Victoria
Titel	¿Qué tienen en cuenta los profesores cuando seleccionan el contenido de enseñanza? Cambios y dificultades tras un programa de formación.
Quelle	In: Enseñanza de las ciencias; V. 18 N. 3 (2000), p. 423-437; oai:ddd.uab.cat:1503; 02124521v18n3p423; oai:raco.cat:article/21692(2000) PDF als Volltext kostenfreie Datei
Sprache	spanisch
Dokumenttyp	online; Zeitschriftenaufsatz
Abstract	The selection and sequencing of syllabus content is one of the main tasks the teacher has to approach in his/her new role as curriculum designer. The teaching proposals produced should be theoretically-driven so that specific procedures are suggested for the analysis of disciplinary content and pupils' characteristics. Knowledge regarding teachers' beliefs about these proposals, the difficulties involved in learning them and their scope of application is necessary in order to analyze how adequate they might be for inducing educational changes. In this paper, we present the initial teaching beliefs and teaching practices of a group of secondary school teachers who had previously received a training course in which a teaching proposal was presented. Also, some information is outlined concerning their assessment of the proposal as well as the learning and educational changes effected.
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