A device for reflecting on teaching practices when revising relationships with knowledge. The experience of a teacher at a technical school in the province of Neuquén, Argentina

Authors

  • Noemí Bardelli Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales, Consejo Nacional de Investigaciones Científicas (IPEHCS-CONICET) - Universidad Nacional del Comahue (UNCO)
  • Micaela De Vega Universidad Nacional del Comahue (UNCO)

DOI:

https://doi.org/10.14409/ie.2021.14.e0007

Keywords:

reflection, relationship with knowledge, teaching practices, school device

Abstract

This work addresses a reflection on the teaching practices of a teacher at an agricultural and technical high school in the province of Neuquén. These practices were introduced in 2019 in the framework of an action-research program developed by the Research Team C- 127 of the National University of Comahue. The program included a device that was intended to activate teachers’ knowledge and challenge them to a new construction of didactic problems. This construction had to be part of a cycle of reflection-action that introduced new questions and inquiries into the relationships with knowledge that fostered a shift in the representations of learning when seeking new teaching practices. The undergone process is reconstructed, recognizing situations the teacher considered problematic and undertaking a review of didactic decisions in order to rethink teaching proposals.

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Published

2021-10-21

How to Cite

Bardelli, N., & De Vega, M. (2021). A device for reflecting on teaching practices when revising relationships with knowledge. The experience of a teacher at a technical school in the province of Neuquén, Argentina. Itinerarios Educativos, (14), e0007. https://doi.org/10.14409/ie.2021.14.e0007

Issue

No. 14 (2021): Itinerarios Educativos

Section

Experiences and projects

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