Novedades académicas, actividades, divulgación y participación de la comunidad en el debate público nacional e internacional.

Escuela de Educación

19 de febrero de 2015

Nueva publicación de Melina Furman y María Eugenia Podestá


"Science Teacher Education in South America: The Case of Argentina, Colombia and Chile" es el último artìculo de las profesoras Melina Furman y María Eugenia Podestá, entre otros autores, que fue publicado en la edición de enero 2015 del Journal of Science Teacher Education (Springer).


In this review, the main characteristics of science teacher education in
three countries in South America, namely Argentina, Chile and Colombia, are
examined. Although reforms toward constructivist and inquiry-based teaching in
science instruction have been made in each of the three reviewed countries, each
country demonstrates limitations in the implementation of teacher education that
aims at those objectives. None of these countries have rigorous selection criteria for
candidates for science teacher education programs, although each has some type of
certification or test requirement before entry into the public education system is
permitted. The three countries have similar teacher training programs, with
instruction programs lasting between 4 and 5 years; programs entail both
disciplinary instruction and pedagogical instruction that starts in the first year. Data
from the three countries show that a high percentage of instruction in the training
programs is devoted to general pedagogy with less instruction time devoted to
specific preparation for teaching science. Disciplinary instruction accounts for
nearly 50 % of the instruction program among secondary teachers. Training in other
subjects such as nature of science, history of science and scientific inquiry is poorly
developed. In general, there are few opportunities for research on practicum, as
these opportunities tend to occur at the end of the training program. The generation
of instruction standards by governments as well as the increase in the number of
scholars dedicated to the investigation of science education and the education of
science teachers suggests that some of these shortcomings could be remedied in the