Discursive Practices in Initial Science Teacher Education

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dc.contributor.authorIzquierdo, Mercè
dc.contributor.authorMarzábal Blancafort, Ainoa
dc.contributor.authorMerino, Cristian
dc.contributor.authorCabello González, Valeria Magaly
dc.contributor.authorMoreira Seguel, Patricia Magdalena
dc.contributor.authorCuellar, Luigi
dc.contributor.authorDelgado Chang, Virginia
dc.contributor.authorManrique, Franklin
dc.contributor.authorSoto Alvarado, Macarena Belén
dc.date.accessioned2022-11-21T19:51:19Z
dc.date.available2022-11-21T19:51:19Z
dc.date.issued2022
dc.description.abstractCurrent research in science teaching and learning highlights the crucial role of teachers’ discursive practices on orchestrating collaborative learning environments that promote all students’ participation, aiming at contributing to equity and social justice. Achieving these aspirations requires a robust initial teacher education that allows preservice teachers to incorporate the discursive practices as a central objective of science education. This chapter presents a comprehensive literature review, identifying fundamental knowledge and experiences for future teachers to manage science education discursive practices. The findings, presented in three theoretical-practical analytical dimensions (disciplinary and epistemological, linguistic, and pedagogical) point to future research and to decision-making in science teacher education.
dc.fuente.origenSIPA
dc.identifier.isbn978-1003098478
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/65626
dc.information.autorucFacultad de educación ; Marzábal Blancafort, Ainoa ; 0000-0003-0108-5889 ; 237173
dc.information.autorucFacultad de educación ; Cabello González, Valeria Magaly ; 0000-0001-6190-9187 ; 127258
dc.information.autorucFacultad de educación ; Moreira Seguel, Patricia Magdalena ; 0000-0002-2055-6124 ; 250248
dc.information.autorucEscuela de química ; Delgado Chang, Virginia ; 0000-0001-6299-4686 ; 146620
dc.information.autorucFacultad de educación ; Soto Alvarado, Macarena Belén ; 0000-0001-8641-4017 ; 1092387
dc.language.isoen
dc.nota.accesoContenido parcial
dc.publisherTaylor and Francis Group
dc.relation.ispartofHandbook of Research on Science Teacher Education, Nueva York : Routledge, 2022, 532 páginas.
dc.rightsacceso restringido
dc.titleDiscursive Practices in Initial Science Teacher Educationes_ES
dc.typecapítulo de libro
sipa.codpersvinculados237173
sipa.codpersvinculados127258
sipa.codpersvinculados250248
sipa.codpersvinculados146620
sipa.codpersvinculados1092387
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