Tercer espacio discursivo para aunar teoría y práctica en la enseñanza de las ciencias durante la formación en el Grado de Maestro en Educación Primaria

  1. Greca Dufranc, Ileana María 1
  1. 1 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

Journal:
Investigación en la escuela

ISSN: 0213-7771,  2443-9991

Year of publication: 2016

Issue: 88

Pages: 63-77

Type: Article

DOI: 10.12795/IE.2018.I88.04 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Investigación en la escuela

Abstract

In the actual context of initial teacher education, it seems necessary that, together with an adequate training about science and its didactic methodologies, pre-service teachers have the opportunity to do a reflective practice on science education, integrating it into their teaching. However, different researches show that this frequently is not the case. The aim of this paper is to show how a third discursive space allows this reflective practice to take place. This third space was built combining the second period of practice and the degree final project. The results obtained using a case study indicate that this strategy was crucial for a better understanding of the methodology of inquiry and its use in the classroom. This understanding seems to have allowed the pre-service teachers to implement it successfully.

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