Using academic stories in teacher training: a new way to plan and give meaning to teaching proposals

Authors

  • Jorge Luis Olivares Universidad Nacional de La Pampa image/svg+xml
  • Tamara Morales

Keywords:

academic biographies, barriers and strengths, to plan, resignify learning

Abstract

A significant number of investigations have enriched the historical knowledge of how students learn and which are the ap­proaches to teaching in academia. Unlike other research, we set out to use academic biographies as a tool to: 1) learn about barriers and strengths in the learning that was built by students of the faculty dur­ing the academic career; and 2) as a com­municational mediator to discuss, plan and rethink their pedagogical training ap­proaches. This action research, allowed us to meet and reflect on the experiences of University students in which barriers and strengths live on. Our social concern as trainers of trainers is that barriers persist and are obstacles to obtain learning that is integrated and applied to life. If these bar­riers are not parsed in university teacher training, they will continue favoring the replication of rote learning, an approach opposite to that we intend.

Author Biographies

  • Jorge Luis Olivares, Universidad Nacional de La Pampa

    Titular de la cátedra de Cuerpo Huma­no I y Adjunto de Cuerpo Humano II de la Carrera del profesorado en Ciencias Biológicas y natomofisiología de la Ca­rrera Licenciatura en Química, Facultad de Ciencias Exactas y Naturales, UNL­Pam. Profesor Universitario egresado de la UMSA. Doctor en medicina egresado de la UNL Especialista en Nutrición y En­docrinología UNL. Docente investigador categoría III.

  • Tamara Morales
    Profesora en Ciencias Biológicas egre­sada de la UNLPam. Docente en el Cole­gio Secundario de la UNLPam. Colabora­dora de la Cátedra de Cuerpo Humano II.

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Published

2014-01-16

Issue

Vol. 17 No. 2 (2013): agosto-diciembre

Section

Artículos

License

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How to Cite

Using academic stories in teacher training: a new way to plan and give meaning to teaching proposals. (2014). Praxis Educativa, 17(2), 64-71. https://cerac.unlpam.edu.ar/index.php/praxis/article/view/780