Un profesor de química, un contenido y dos contextos escolares
del PCK personal para el PCK en acción
DOI:
https://doi.org/10.1590/1983-21172021230116%20Palabras clave:
Formación de profesores., Conocimiento Pedagógico del Contenido., Contexto de aprendizaje.Resumen
En este trabajo, analizamos como un profesor, inserido en dos contextos escolares distintos moviliza sus conocimientos para la enseñanza de química. Adoptamos como referencial teórico la base de conocimientos de profesores, más específicamente el conocimiento pedagógico del contenido, PCK. Los datos comprenden registros audiovisuales de las clases, entrevistas semiestructuradas, respuestas al instrumento Representación de Contenido, reflexiones vídeo-estimuladas y observación participante. Los análisis fueron basados en el Modelo de Raciocinio Pedagógico y Acción, en las interacciones discursivas y en el Modelo Consensual Refinado. A partir de esos datos accedimos y analizamos el PCK personal (pPCK) y el PCK en acción (ePCK) del profesor y apuntamos las contribuciones recibidas por los distintos actores y contextos que hicieron con que el profesor actuase diferentemente en las dos escuelas.
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