The action-research in the development of the complex and interdisciplinary thinking of the future teacher
Published 2017-01-02
Keywords
- Teacher training,
- action research,
- metacognition,
- complex thinking,
- interdisciplinary
- Formación docente,
- investigación-acción,
- metacognición,
- pensamiento complejo,
- interdisciplinariedad
How to Cite
Copyright (c) 2017
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Abstract
This article presents a partial advance of a study that analyzes the process of action-research implemented by undergraduates in pre-school education students during the development of the Professional Practices Report as a degree modality. It aims to review the possibility of the contribution of this methodology in the development of interdisciplinary, complex thinking, metacognitive process, and other professional tools, necessary in a new teaching profile. It is analyzed from the paradigm of complexity that recognizes that humanity faces severe problems, being necessary to prepare subjects with creative abilities, analysis, appreciation of diversity, teamwork, responsibility with life among others, involving a transformation of education and thinking where the teacher is a protagonist in this process. It uses a qualitative/interpretative methodology and hermeneutic approach. The information collected is analyzed through interviews records, sessions with students and teachers, products reviews, focus group, and virtual forums. It presents the capacities that the students showed at the beginning, during and at the end of the process; In addition to experiences, achievements, experiences, evaluation of the process and suggestions, from the vision of the students. The contribution of action research is evidenced in the development of professional tools of the teacher and the transformation of their academic practice. In addition, it offers a glimpse into the possibilities of contributing to the foundations of a complex, interdisciplinary and metacognitive thinking.
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