A methodology based on reference pedagogical contexts for teaching didactic planning to pre-service teachers
Keywords:
teacher training, didactic planning, contextualization, didactic coherence.Abstract
Initial training for Physics, Chemistry, and Mathematics (PCM) teachers for Basic Secondary Education needs to overcome the limitations of traditional didactic planning, which is often decontextualized and rigid. This article presents and substantiates an innovative methodology designed to transform the teaching of didactic planning in pedagogical schools. The proposal centers on the use of 'reference pedagogical contexts,' defined as detailed representations of real teaching-learning situations, serving as a basis for analysis, reflection, and adaptation of teaching practice. Theoretically grounded in situated learning, pedagogical content knowledge (PCK), and reflective practice, the methodology is implemented through Case-Based Teaching (CBT), complemented by a specific procedure: 'Didactic Planning by Reference Contexts,' structured into stages of contextual analysis, design, and implementation/contextual reflection. The research, employing a mixed-methods quasi-experimental design with 60 pre-service teachers, demonstrated a positive and significant impact (p < 0.05) on the development of didactic coherence in the experimental group. Qualitatively, improvements were observed in the ability to contextualize teaching, design relevant strategies, and engage in critical reflection. Expert validation confirmed its theoretical soundness, coherence, innovative potential, and applicability. This methodology offers a systemic, contextualized, and flexible alternative for training more competent PCM teachers prepared to promote quality science education.
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