Concepciones y construcción de la identidad profesional respecto a la enseñanza-aprendizaje de las ciencias del profesorado de educación infantil en formación inicial

Abstract

In this work we aim to assess the conceptions that are hold by undergraduate students of Preschool Education in relation to the teaching-learning of sciences, and how they have constructed their professional identity with regard to this area of knowledge. For that purpose, firstly we have used a Likert-type questionnaire in which we pose to students a set of affirmations to unveil their conceptions about teaching-learning of sciences. Secondly, we have worked from a biographical narrative approach with a group of them, to go into detail about the construction of their professional identity along their academic training, and their projections respect to science teaching as future Preschool teachers. Overall, these students describe how their experiences in relation to the learning of sciences have been based on master classes and the use of text books as the main educative resource; they have avoided science subjects in secondary education; and show future professional projections including active and collaborative methodologies, and based on experimentation and inquiry. We expect that unveiling the meanings of their scholar experiences would provide us with relevant elements to improve their formation and future professional activity.