Disposiciones pedagógicas del docente de matemáticas en el acto educativo
The present research is oriented to analyze the pedagogical provisions regarding the support of the educational act, which have three mathematics teachers from two schools in the city of Tulua. Based on recordings and records of classroom observations and semi-structured interviews focused on teache...
| Autor Principal: | Garcia Tobar, Jennifer Paulina |
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| Formato: | info:eu-repo/semantics/bachelorThesis |
| Idioma: | spa |
| Publicado: |
Universidad de San Buenaventura - Cali
2017
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| Materias: | |
| Acceso en línea: |
http://hdl.handle.net/10819/5061 |
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| Sumario: |
The present research is oriented to analyze the pedagogical provisions regarding the support of the educational act, which have three mathematics teachers from two schools in the city of Tulua. Based on recordings and records of classroom observations and semi-structured interviews focused on teachers, a qualitative, transversal, exploratory and descriptive analysis was performed in which each case was analyzed independently, without generalizations; It was hoped to show the pedagogical characteristics that have governed these three teachers of mathematics during their trajectory in the educational act, and also to analyze the reasons that lead a person to make the decision to be a teacher, in this case, in the area of mathematics; Either by an approach from the discipline or from an interest in the educational act, among other reasons. It is also analyzed how they can have a great influence on how the teacher relate to their students in the classroom and also achieve a learning from them. The theory consulted, the analysis of what was observed and what was said by teachers, was categorized into two dimensions namely: Sense that the teacher attributes to the discipline that teaches, taking into account two categories, factors involved in professional choice and experiences about their profession. The second dimension refers to the sense that the teacher attributes to teaching, formulating four categories: Love and responsibility, pedagogical hope, authority and teaching strategies |
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