Concepciones sobre la enseñanza, el aprendizaje y las prácticas pedagógicas: Análisis multigrupo de profesores de Química y Física en formación inicial
DOI:
https://doi.org/10.22458/ie.v28i45.6289Keywords:
enseñanza, aprendizaje, química, física, profesoradoAbstract
Las concepciones sobre la enseñanza y el aprendizaje, así como las prácticas pedagógicas, suelen caracterizarse como centradas en el estudiantado o centradas en el profesorado. Este estudio explora la relación entre las concepciones de los profesores en formación inicial sobre la enseñanza y el aprendizaje, y sus prácticas pedagógicas, examinando si dicha relación difiere entre programas de formación docente en ciencias. Se recopilaron datos a partir de profesores en formación inicial, en calidad de estudiantes del último año de las carreras de enseñanza de Química y Física, quienes habían completado su práctica docente. Se empleó un modelo de ecuaciones estructurales multigrupo para evaluar la invarianza de la relación entre ambos grupos. Se adoptaron instrumentos de investigación existentes, identificados en la literatura, para el desarrollo del estudio. Los resultados indicaron que existían diferencias entre los grupos; sin embargo, estas diferencias no fueron estadísticamente significativas. Los hallazgos resaltan la importancia de considerar las concepciones de los profesores en formación inicial sobre la enseñanza y el aprendizaje dentro de los programas de formación docente, con el fin de promover prácticas pedagógicas eficaces y adaptadas a las necesidades específicas de los distintos contextos educativos.
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