Teacher professional development in community-based practices. An interdisciplinary approach.

Abstract

Generating connections between interdisciplinary curricular knowledge in the Natural Sciences and real-world situations in human health is considered a key focus for the University, as its projects promote health promotion and prevention as a social good.
In this work, we analyze the role of situated learning in community-based practices (CP) within the professional training of students in the Biological Sciences Teacher Training Program, following the proposal to include these practices in the Faculty of Exact and Natural Sciences within the field of community-based practices (CP) by 2025.
The objective was for students to develop communication skills within the CP setting, enabling them to analyze and argue scientifically based on their experiences, fostering critical thinking about reality as future professionals.
Prior to placing students in the field of learning practices or CP, curricular content was developed using a socio-scientific, problem-based teaching and learning model to promote scientific literacy. These readings corresponded to works on experiences that illustrate the trajectory of collaborative research and outreach by the interdisciplinary team.
To determine the progress in acquiring competencies, students were asked to plan activities and carry out educational interventions in the field of community practices, in collaboration with university and secondary school teaching staff.
We present an experience about how future university professors are trained and developed in a subject that involves teaching, research, and outreach through participation in community practice within an educational community in the province of La Pampa. We analyze how students use critical thinking about their professional training in the field of community practices.