Pedagogical innovation in Geosciences from critical reading and pragmadialectic argumentation
Innovación pedagógica en Geociencias desde la lectura crítica y la argumentación pragmadialéctica
Inovação pedagógica em Geociências através de leitura crítica e argumentação pragma-dialética
| 2023 | |
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capacitación docente docentes reflexivos enseñanza universitaria práctica educativa teacher training reflective teachers university teaching educational practice treinamento de professores professores reflexivos ensino universitário prática educacional |
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| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
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https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/2758
https://hdl.handle.net/10895/4001 |
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| Acceso abierto |
| Sumario: | This paper is an action research result which emphasizes on the process from academic reading and writing training, targeted to scientists-teachers in Geoscience (Universidad Nacional de Río Negro, Argentina), into transferences to educational practices. The research was focused on questioning the teachers´ approaches about formation, the educational practice and the reflection on critical reading and pragma-dialectic argumentation included in their subjects. The categories were: perspectives in disciplinary and interdisciplinary teaching, critical formation as teaching objective, feedback as a regulation mean of pedagogical practices and teaching evolution by means of their practices. Techniques were focus groups, interviews, and teachers´ practice stories. As a main result, the positive change in scientists-teachers regarding teaching, their incursion on the didactic design with some methodology steps and the reflexive practice stand out. |
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