Science Teacher Education in South America: The Case of Argentina, Colombia and Chile
- Autores
- Cofré, Hernán; González Weil, Corina; Vergara, Claudia; Santibáñez, David; Ahumada, Germán; Furman, Melina Gabriela; Podestá, María Eugenia; Camacho, Johanna; Gallego, Rómulo; Pérez, Royman
- Año de publicación
- 2015
- Idioma
- inglés
- Tipo de recurso
- artículo
- Estado
- versión publicada
- Descripción
- 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 future.
Fil: Cofré, Hernán. Pontificia Universidad Católica de Valparaíso; Chile
Fil: González Weil, Corina. Pontificia Universidad Católica de Valparaíso; Chile
Fil: Vergara, Claudia. Universidad Alberto Hurtado; Chile
Fil: Santibáñez, David. Universidad Católica Silva Henríquez; Chile
Fil: Ahumada, Germán. Pontificia Universidad Católica de Valparaíso; Chile
Fil: Furman, Melina Gabriela. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de San Andrés. Escuela de Educación; Argentina
Fil: Podestá, María Eugenia. Universidad de San Andrés. Escuela de Educación; Argentina
Fil: Camacho, Johanna. Universidad de Chile; Chile
Fil: Gallego, Rómulo. Universidad Pedagógica Nacional de Bogotá; Colombia
Fil: Pérez, Royman. Universidad Pedagógica Nacional; Colombia - Materia
-
Pedagogical Content Knowledge
Practicum
Science Methods Courses
Science Teacher Education
South America - Nivel de accesibilidad
- acceso abierto
- Condiciones de uso
- https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
- Repositorio
.jpg)
- Institución
- Consejo Nacional de Investigaciones Científicas y Técnicas
- OAI Identificador
- oai:ri.conicet.gov.ar:11336/51276
Ver los metadatos del registro completo
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Science Teacher Education in South America: The Case of Argentina, Colombia and ChileCofré, HernánGonzález Weil, CorinaVergara, ClaudiaSantibáñez, DavidAhumada, GermánFurman, Melina GabrielaPodestá, María EugeniaCamacho, JohannaGallego, RómuloPérez, RoymanPedagogical Content KnowledgePracticumScience Methods CoursesScience Teacher EducationSouth Americahttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5In 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 future.Fil: Cofré, Hernán. Pontificia Universidad Católica de Valparaíso; ChileFil: González Weil, Corina. Pontificia Universidad Católica de Valparaíso; ChileFil: Vergara, Claudia. Universidad Alberto Hurtado; ChileFil: Santibáñez, David. Universidad Católica Silva Henríquez; ChileFil: Ahumada, Germán. Pontificia Universidad Católica de Valparaíso; ChileFil: Furman, Melina Gabriela. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de San Andrés. Escuela de Educación; ArgentinaFil: Podestá, María Eugenia. Universidad de San Andrés. Escuela de Educación; ArgentinaFil: Camacho, Johanna. Universidad de Chile; ChileFil: Gallego, Rómulo. Universidad Pedagógica Nacional de Bogotá; ColombiaFil: Pérez, Royman. Universidad Pedagógica Nacional; ColombiaAssociation for Science Teacher Education2015-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/51276Cofré, Hernán; González Weil, Corina; Vergara, Claudia; Santibáñez, David; Ahumada, Germán; et al.; Science Teacher Education in South America: The Case of Argentina, Colombia and Chile; Association for Science Teacher Education; Journal of Science Teacher Education; 26; 1; 1-2015; 45-631046-560XCONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/doi/10.1007/s10972-015-9420-9info:eu-repo/semantics/altIdentifier/url/https://www.tandfonline.com/doi/full/10.1007/s10972-015-9420-9info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-03T09:54:12Zoai:ri.conicet.gov.ar:11336/51276instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-03 09:54:12.607CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse |
| dc.title.none.fl_str_mv |
Science Teacher Education in South America: The Case of Argentina, Colombia and Chile |
| title |
Science Teacher Education in South America: The Case of Argentina, Colombia and Chile |
| spellingShingle |
Science Teacher Education in South America: The Case of Argentina, Colombia and Chile Cofré, Hernán Pedagogical Content Knowledge Practicum Science Methods Courses Science Teacher Education South America |
| title_short |
Science Teacher Education in South America: The Case of Argentina, Colombia and Chile |
| title_full |
Science Teacher Education in South America: The Case of Argentina, Colombia and Chile |
| title_fullStr |
Science Teacher Education in South America: The Case of Argentina, Colombia and Chile |
| title_full_unstemmed |
Science Teacher Education in South America: The Case of Argentina, Colombia and Chile |
| title_sort |
Science Teacher Education in South America: The Case of Argentina, Colombia and Chile |
| dc.creator.none.fl_str_mv |
Cofré, Hernán González Weil, Corina Vergara, Claudia Santibáñez, David Ahumada, Germán Furman, Melina Gabriela Podestá, María Eugenia Camacho, Johanna Gallego, Rómulo Pérez, Royman |
| author |
Cofré, Hernán |
| author_facet |
Cofré, Hernán González Weil, Corina Vergara, Claudia Santibáñez, David Ahumada, Germán Furman, Melina Gabriela Podestá, María Eugenia Camacho, Johanna Gallego, Rómulo Pérez, Royman |
| author_role |
author |
| author2 |
González Weil, Corina Vergara, Claudia Santibáñez, David Ahumada, Germán Furman, Melina Gabriela Podestá, María Eugenia Camacho, Johanna Gallego, Rómulo Pérez, Royman |
| author2_role |
author author author author author author author author author |
| dc.subject.none.fl_str_mv |
Pedagogical Content Knowledge Practicum Science Methods Courses Science Teacher Education South America |
| topic |
Pedagogical Content Knowledge Practicum Science Methods Courses Science Teacher Education South America |
| purl_subject.fl_str_mv |
https://purl.org/becyt/ford/5.3 https://purl.org/becyt/ford/5 |
| dc.description.none.fl_txt_mv |
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 future. Fil: Cofré, Hernán. Pontificia Universidad Católica de Valparaíso; Chile Fil: González Weil, Corina. Pontificia Universidad Católica de Valparaíso; Chile Fil: Vergara, Claudia. Universidad Alberto Hurtado; Chile Fil: Santibáñez, David. Universidad Católica Silva Henríquez; Chile Fil: Ahumada, Germán. Pontificia Universidad Católica de Valparaíso; Chile Fil: Furman, Melina Gabriela. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de San Andrés. Escuela de Educación; Argentina Fil: Podestá, María Eugenia. Universidad de San Andrés. Escuela de Educación; Argentina Fil: Camacho, Johanna. Universidad de Chile; Chile Fil: Gallego, Rómulo. Universidad Pedagógica Nacional de Bogotá; Colombia Fil: Pérez, Royman. Universidad Pedagógica Nacional; Colombia |
| description |
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 future. |
| publishDate |
2015 |
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2015-01 |
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http://hdl.handle.net/11336/51276 Cofré, Hernán; González Weil, Corina; Vergara, Claudia; Santibáñez, David; Ahumada, Germán; et al.; Science Teacher Education in South America: The Case of Argentina, Colombia and Chile; Association for Science Teacher Education; Journal of Science Teacher Education; 26; 1; 1-2015; 45-63 1046-560X CONICET Digital CONICET |
| url |
http://hdl.handle.net/11336/51276 |
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Cofré, Hernán; González Weil, Corina; Vergara, Claudia; Santibáñez, David; Ahumada, Germán; et al.; Science Teacher Education in South America: The Case of Argentina, Colombia and Chile; Association for Science Teacher Education; Journal of Science Teacher Education; 26; 1; 1-2015; 45-63 1046-560X CONICET Digital CONICET |
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eng |
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eng |
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info:eu-repo/semantics/altIdentifier/doi/10.1007/s10972-015-9420-9 info:eu-repo/semantics/altIdentifier/url/https://www.tandfonline.com/doi/full/10.1007/s10972-015-9420-9 |
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Association for Science Teacher Education |
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Association for Science Teacher Education |
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