Resumo

DIEZ, María Angélica et al. Pedagogical innovation in Geosciences from critical reading and pragmadialectic argumentation. Pág. Educ. [online]. 2023, vol.16, n.1, pp.1-27.  Epub 01-Jun-2023. ISSN 1688-7468.  https://doi.org/10.22235/pe.v16i1.2758.

This paper is an action research result which emphasizes on the process from academic reading and writing training, targeted to scientists-teachers in Geoscience (Universidad Nacional de Río Negro, Argentina), into transferences to educational practices. The research was focused on questioning the teachers´ approaches about formation, the educational practice and the reflection on critical reading and pragma-dialectic argumentation included in their subjects. The categories were: perspectives in disciplinary and interdisciplinary teaching, critical formation as teaching objective, feedback as a regulation mean of pedagogical practices and teaching evolution by means of their practices. Techniques were focus groups, interviews, and teachers´ practice stories. As a main result, the positive change in scientists-teachers regarding teaching, their incursion on the didactic design with some methodology steps and the reflexive practice stand out

Palavras-chave : teacher training; reflective teachers; university teaching; educational practice.

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