Teacher training: a complex and transdisciplinary model
DOI:
https://doi.org/10.33010/ie_rie_rediech.v12i0.1503Keywords:
self-socio-ecoformation, complexity and transdisciplinarity, teacher training, research-action-training, third spaceAbstract
This article shares advances in a research on teacher training from a perspective of complex thinking and transdisciplinarity. Particularly, results are offered from a research moment that shows an approach to the teachers’ perceptions about complexity and transdisciplinarity, for this purpose the notion of “third space” is used as a theoretical and methodological strategy. Methodologically, four cycles of research-action-training are described that, in teacher training strategies, combine teaching and research in the construction of training processes and in the analysis of teaching practice. As previous results, advances are presented that reveal perceptions and preconceptions of teachers using the third space approach; as well as the design of the teacher training model and the first results of its implementation through a teacher training strategy that links complexity and transdisciplinarity. It concludes on the importance of the training model and its application in the teacher training strategy. Likewise, in the importance of the educational approach of the third space when approaching it, from the dimension of the third party included, to the notions of complexity and transdisciplinarity that teachers have.
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