Science teachers and non-formal education: Which are their expectations?
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DOI
https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2024.v21.i1.1103Info
Authors
- Jorge Martín-García (ES) Departamento de Didácticas Específicas (IUCA), Facultad de Educación, Universidad de Zaragoza. España. https://orcid.org/0000-0002-2247-0826
- María Eugenia Dies Álvarez (ES) Departamento de Didácticas Específicas (IUCA), Facultad de Educación, Universidad de Zaragoza. España. https://orcid.org/0000-0002-6594-3021
Abstract
Este artículo presenta un estudio longitudinal de cuatro años en el que se analiza qué espera aprender el profesorado que participa en una actividad científica no formal. A diferencia de estudios precedentes, el trabajo centra la atención en una actividad de larga duración. Las respuestas dadas por los docentes a una pregunta abierta se sometieron a un análisis interpretativo-descriptivo que permitió obtener cinco grandes categorías de respuesta y cinco perfiles de profesor que representan y permiten caracterizar las contestaciones de los docentes. Se concluye que el profesorado percibe la actividad como una oportunidad formativa multidisciplinar con la que expandir y diversificar su formación docente y especialmente, con la que adquirir nuevas estrategias de enseñanza-aprendizaje que poder trasladar al aula.
Palabras clave: Educación no formal; formación del profesorado; educación secundaria; expectativas del profesorado.
Science teachers and non-formal education: Which are their expectations?
Abstract: This article presents a four-year longitudinal study analysing what teachers who participate in a non-formal scientific activity think they will learn during the activity. Unlike previous studies, this paper is focused on a long-term activity. The answers given by the teachers to an open-ended question were subjected to an interpretative-descriptive analysis which allowed the emergence of five main categories of response and five teacher profiles. These categories and profiles allowed the characterization and interpretation of teachers’ responses. It is concluded that the teachers perceive the activity as a multidisciplinary training opportunity with which to expand and diversify their formation and, especially, to acquire new teaching-learning strategies that can be transferred to their classrooms.
Keywords: Non-formal education; teacher training, secondary education; teachers’ expectations.
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