Professional knowledge and innovative teacher teacher performance in the context sociocultural
This research was done about teacher knowledge, expressed through its narrative. Research is carried out as master's thesis entitled “Professional knowledge and innovative teacher's teaching performance in the socio-cultural context”. The problem that motivates the achievement of this stud...
| Autor Principal: | Cerna Vega, Carmen Veruska |
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| Formato: | info:eu-repo/semantics/article |
| Idioma: | spa |
| Publicado: |
Universidad Católica Los Ángeles de Chimbote
2012
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| Acceso en línea: |
https://revistas.uladech.edu.pe/index.php/increscendo/article/view/114 |
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| Sumario: |
This research was done about teacher knowledge, expressed through its narrative. Research is carried out as master's thesis entitled “Professional knowledge and innovative teacher's teaching performance in the socio-cultural context”. The problem that motivates the achievement of this study is to determine the potential for innovation, presented by teachers, when inserted in the space of teaching performance, to understand the usefulness of formal theories in the understanding of the situations that occur in the classroom. Thus we determined the knowledge and teaching performance of professional study, Level, working in the IE No. 1617 of the Florida High slum district of Chimbote, Santa province, Ancash department taking into account the sources of their training and, in particular, the academic training from the perspective of their own abilities and accounts given by other actors. For the professional knowledge, the analysis was performed on material obtained through indepth interview for the teaching performance was conducted classroom observations in the classroom, using filmfootage,reflecting on them,tomake a value judgment and quantify. The design, from which develops the research work is based on the qualitative-quantitative approach biographical narrative type. The logic is pursued understanding and interpretation from placing the object of study: the development of professional knowledge of teachers. Considering that it allows to study and understand the processes of metacognition and thinking from the perspective of teacher knowledge and performance, and intentionality that gives meaning to their thoughts, actions and feelings |
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