Las creencias psicopedagógicas de los futuros profesores de secundaria y su relación con las demandas de examen y con la organización espacial de la clase
The main objectives of this paper are twofold. First, it centres on identifying the beliefs and theories of future secondary school teachers about education and, second, on analysing the relationship between these theories and the way exams are designed and how classroom space is organised. The test...
| Autores: | , |
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| Formato: | artículo |
| Fecha de publicación: | 2003 |
| País: | España |
| Recursos: | Universidad de Murcia |
| Repositorio: | DIGITUM. Depósito Digital Institucional de la Universidad de Murcia |
| OAI Identifier: | oai:digitum.um.es:10201/45221 |
| Acesso em linha: | http://hdl.handle.net/10201/45221 |
| Access Level: | acceso abierto |
| Palavra-chave: | Teacher thinking Implicit educational theories Initial teacher training Psychopedagogical beliefs Pensamiento del profesor Teorías educativas implícitas Formación inicial profesorado Creencias psicopedagógicas |
| Resumo: | The main objectives of this paper are twofold. First, it centres on identifying the beliefs and theories of future secondary school teachers about education and, second, on analysing the relationship between these theories and the way exams are designed and how classroom space is organised. The test instruments used were applied to a sample of 52 graduates, who were all following the Pedagogical Aptitude Course (CAP) during the academic year 2001-02. Results show that the more traditional teaching models (focused on the teacher) are related with a kind of exam based on rote learning and with a more vertical classroom layout. Significant differences were also found to exist between sciences and arts teachers with regard to the type of exams they set. |
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