La formación inicial del profesorado basada en la modelización. ¿Qué sentidos le otorgan los estudiantes?

Abstract

The results of a study are presented that explored the meanings that initial training teachers assign to an Introduction to Biology course, guided by teaching based on modeling. The data were collected through an open question presented to two cohorts of students in the last class: ‘What did it mean for you to take Introduction to Biology?’. The analysis of the responses allowed to identify aspects related to ‘models and modeling’, ‘academic emotions’ and ‘processes of teacher identity construction’. It was determined that 65% of the students produced reflections that can be linked with the basic descriptors of the field of models and teaching based on modeling. In addition, 67% expressed emotions when reflecting on the course, most of which were ‘positive academic emotions’ and 25% of the responses contained descriptors linked to the field of teacher identity construction.