Bibliographic Details
| Title: |
DE LA ASIGNATURA AL MUNDO: LA RELACIÓN CON LOS CONTENIDOS ESCOLARES DE MAESTRAS/OS DE PRIMARIA EN FORMACIÓN. |
| Alternate Title: |
FROM SUBJECT MATTER TO THE WORLD: PRIMARY SCHOOL TEACHERS' RELATIONSHIP WITH SCHOOL CONTENT IN INITIAL TEACHER EDUCATION. |
| Authors: |
Zucas-Alonso, Sandra1 sandrazucasalonso@gmail.com, Blanco García, Nieves1 nblanco@uma.es, Sierra Nieto, Eduardo1 esierra@uma.es |
| Source: |
Ensayos: Revista de la Facultad de Educacion de Albacete. Jan-Jun2026, Vol. 41 Issue 1, p213-229. 17p. |
| Subject Terms: |
*Teacher education, *Primary education, *Teacher development, *Student teachers, *Educational resources, *Student teaching, Cultural transmission, Phenomenology |
| Abstract (English): |
This article forms part of a doctoral dissertation that explores how seven pre-service Primary Education students construct their sense of becoming teachers. The study adopts a multiple and instrumental case study design with a phenomenological approach, following the participants throughout their teaching placements over four academic years. In this paper, we focus on how they articulate their relationship with school content through the case of Natalia, in order to account for the complexity and density of the process. The findings reveal a movement from understanding content as mere "topics" to conceiving it as a vehicle for cultural transmission; a shift sustained through classroom experience and reflection on the design, justification, and development of teaching proposals. The study concludes that initial teacher education should enable a decisive form of professional learning: assuming responsibility for what world is presented to children and how that world is made inhabitable. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
Este artículo forma parte de una tesis doctoral que aborda el modo en que siete estudiantes en formación de Educación Primaria construyen su sentido de ser docentes. El estudio adopta un diseño de caso múltiple e instrumental con enfoque fenomenológico, siguiendo los periodos de prácticas durante cuatro cursos escolares. En este trabajo nos centramos en cómo articulan su relación con los contenidos escolares a partir del caso de Natalia, para dar cuenta de la complejidad y densidad del proceso. Los resultados muestran un movimiento que va de entender los contenidos como "temas", a pensarlos como vehículos de transmisión cultural; desplazamiento que se sostiene en la experiencia en el aula y en la reflexión sobre el diseño, la justificación y el desarrollo de propuestas didácticas. Se concluye que la formación inicial debe posibilitar un aprendizaje profesional decisivo: asumir qué mundo se presenta a la infancia y cómo se hace habitable. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
