| Fecha: |
2000 |
| Resumen: |
The selection and sequencing of syllabus content is one of the main tasks the teacher has to approach in his/her new role as curriculum designer. The teaching proposals produced should be theoretically-driven so that specific procedures are suggested for the analysis of disciplinary content and pupils' characteristics. Knowledge regarding teachers' beliefs about these proposals, the difficulties involved in learning them and their scope of application is necessary in order to analyze how adequate they might be for inducing educational changes. In this paper, we present the initial teaching beliefs and teaching practices of a group of secondary school teachers who had previously received a training course in which a teaching proposal was presented. Also, some information is outlined concerning their assessment of the proposal as well as the learning and educational changes effected. |
| Derechos: |
Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial i la comunicació pública de l'obra, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original. No es permet la creació d'obres derivades.  |
| Lengua: |
Castellà |
| Documento: |
Article ; recerca ; Versió publicada |
| Publicado en: |
Enseñanza de las ciencias, V. 18 N. 3 (2000) , p. 423-437, ISSN 2174-6486 |
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