STSE Education for Science Teacher Training

• Autor(a) principal: Tuay-Sigua, Rosa Nidia
• Data de Publicação: 2020
• Outros Autores: Porras-Contreras, Yair Alexander
• Tipo de documento: Artigo
• Idioma: spa
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v12i4.21709

Focusing on giving attention to teacher training processes suggests approaching teaching and learning as a social practice - which acquires a particular connotation according to the social group in which it develops. In this way, the teaching of STSE relationships has obeyed certain intentions and integrations, which are constituted in a system of cognitive, axiological and practical dispositions that allow us to understand the meaning and significance of social practices. One of the main goals set for all the postgraduate training programs at the Universidad Pedagógica Nacional (UPN), is to develop research in STSE relations, by and for the training of the educator. This enables the exchange of results in different meeting spaces between teachers and other agents involved in educational research to establish a more comprehensive concept of training. It also makes it possible to mobilize the representations of teachers based on the treatment of scientific, technological and socio-environmental problems while they are guided by the research model proposed at schools. The main objective of this paper is to articulate the Sustainable Development Goals-SDG_ with STSE relationships, which implies intentionally addressing local and global socio-environmental problems that affect school environments. For this, trained teachers are required to include context sociological and psychological factors - in addition to the personal characteristics of the subjects involved - as well as school and curricular design factors that articulate academic content within a disciplinary, pedagogical and didactic training.