Problematization of Teaching Practices and Teaching Contextualization

• Autores: Rodríguez-Sosa, Jorge, Hernández-Sánchez, Kelly
• Formato: artículo revisión
• Fecha de Publicación: 2018
• Institución: Universidad San Ignacio de Loyola
• Repositorio: Revista USIL - Propósitos y Representaciones
• Lenguaje: español; inglés
• OAI Identifier: oai:ojs.revistas.usil.edu.pe:article/211
• Enlace del recurso: http://revistas.usil.edu.pe/index.php/pyr/article/view/211
• Nivel de acceso: acceso abierto
• Materia: Problematization of teaching practices; teaching research; research-action; continuous teaching training programs; teacher’s beliefs; Problematización de las prácticas docentes; Investigación de la docencia; investigación-acción; programas de formación docente continua; creencias docentes

This article is a reflection in three planes: the first one, how teachers problematize their own practices given the complexity of the scenarios that they must face daily in classrooms; the second one, how teaching problematization is perceived in the academic and school world and the third one, hoy many and how contents, methodological tools and training forms, which are necessary to strengthen teachers’ abilities and attitudes prone to problematization, have been assumed by continuous teaching training programs. It is concluded with a joint reflection that tries to establish the link between these planes.