La progresión de las concepciones de los futuros profesores de primaria sobre la metodología de enseñanza

Abstract

Este artículo describe y analiza la evolución de las concepciones de profesores de Primaria en formación acerca de la metodología de enseñanza. En concreto, aunque se han estudiado tres categorías (concepto de actividad, organización de

This article describes the evolution of prospective primary teachers’ conceptions of the methodology of teaching. Three categories were analyzed: the concept of activity, the organization of activities, and the concept of teaching resources, but in this paper only show the organization of activities. The study was conducted with five teams of prospective teachers, who were participating in teacher education courses of a constructivist orientation. The results showed very different itineraries in the processes of change, and the presence of two major obstacles—the belief that teaching is the direct cause of learning, and epistemological absolutism. The study allows us to deduce some implications for initial teacher education