Explorando el cambio de creencias epistemológicas en profesores
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Rev. de Inv. Educ.
Abstract
Las creencias acerca del conocimiento y el aprendizaje -también denominadas creencias epistemológicas- han cobrado centralidad en la investigación educativa, principalmente debido a que son planteadas en estrecha relación con el tipo de prácticas desplegadas por los docentes. Esto es, creencias más sofisticadas se corresponderían con prácticas más cercanas a lógicas de acción constructivista, debido a lo cual parece comprensible el interés en sus dinámicas de cambio. Esta investigación presenta un estudio exploratorio con profesores cuyo propósito es describir algunas de las condiciones en las cuales podría darse el cambio de creencias epistemológicas. Un grupo de 14 profesores respondió un cuestionario de creencias epistemológicas y realizó una actividad diseñada para generar conflicto sociocognitivo. Los resultados sugieren que en general el grado de sofisticación/ ingenuidad de las creencias es función de la edad así como del tipo de formación académica de los profesores; a la vez que las dinámicas de cambio parecen comenzar con un proceso de puesta en duda consistente de las convicciones actuales.
Beliefs aboutknowledge and learning, -also called epistemological beliefs- have become central within educational research, mainly because they are raised in close relationship to the type of practices displayed by the teachers. Hence, as more sophisticated beliefs the teachers have, closer these are to constructivist paradigm, this is why it seems understandable and interesting to study the dynamics of this change. This research presents an exploratory study with teachers whose purpose is to describe some of the conditions under which the epistemological change -expressed through the beliefs and discuss- could be taking place. A group of 14 teachers answered a questionnaire of epistemological beliefs and performed an activity designed to generate socio-cognitive conflict. The results suggest thatmostly the degree of sophistication/naive beliefis associated to "age" and the "type of academic training" the teachers have; while the dynamics of change seem to start with a consistent process of questioning the current epistemological beliefs.
Beliefs aboutknowledge and learning, -also called epistemological beliefs- have become central within educational research, mainly because they are raised in close relationship to the type of practices displayed by the teachers. Hence, as more sophisticated beliefs the teachers have, closer these are to constructivist paradigm, this is why it seems understandable and interesting to study the dynamics of this change. This research presents an exploratory study with teachers whose purpose is to describe some of the conditions under which the epistemological change -expressed through the beliefs and discuss- could be taking place. A group of 14 teachers answered a questionnaire of epistemological beliefs and performed an activity designed to generate socio-cognitive conflict. The results suggest thatmostly the degree of sophistication/naive beliefis associated to "age" and the "type of academic training" the teachers have; while the dynamics of change seem to start with a consistent process of questioning the current epistemological beliefs.
Description
Vol. 8, No. 1