Coherence between the didactic strategies and the curriculum beliefs of undergraduate studies based on the didactic activities
This study deals with the problem of the coherence between the undergraduate teachers’ didactic strategies and the curricular beliefs based on the analysis of the didactic activities carried out at the Armando Dufey and Arturo Prat D-470 schools in Temuco, Chile. Therefore the authors designed a qua...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2013 |
| País: | México |
| Recursos: | UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO |
| Repositorio: | Perfiles Educativos |
| Idioma: | español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/35709 |
| Acesso em linha: | https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/35709 |
| Access Level: | acceso abierto |
| Palavra-chave: | Didáctica Estrategias didácticas Transposición didáctica Creencias curriculares Didactics Didactic strategies Didactic transposition Curriculum beliefs |
| Resumo: | This study deals with the problem of the coherence between the undergraduate teachers’ didactic strategies and the curricular beliefs based on the analysis of the didactic activities carried out at the Armando Dufey and Arturo Prat D-470 schools in Temuco, Chile. Therefore the authors designed a qualitative descriptive method based on the grounded theory approach and the constant comparative method. The information gathering techniques were semi-structured interviews and ethnographical observation. The authors identified six categories from the axial coding and the results show a high degree of consistency between the didactic strategies and the teachers’ curriculum beliefs; nevertheless to a lesser extent incoherence could be observed, due to the beliefs teachers have about the didactic strategies that they put into practice within the classroom. |
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