Epistemological recognition of the professor of natural sciences: a study from metacognition

Abstract

The aim of the research is to analyze the epistemological recognition of the professor of natural sciences as a way of constructing his professional identity. This is a research approached with a qualitative approach in which three teachers of natural sciences of secondary education in Venezuela, constructed narratives about their teaching practices. The epistemological recognition of the teacher of natural sciences, as a form of construction of his professional identity, is associated with meanings derived from three important keys: 1) the contextualization of his teaching practice (scenario and conditions for education), (2) the dialogue between training knowledge and professional experience, 3) the processes of reflection based on the reconstructions in and on the practice as reference to guide the changes to be incorporated in the teaching of the natural sciences, as well as the relevance of responses to educational problems and providing conviction in shaping the teaching identity.

Keywords

• epistemología
• identidad docente
• ciencias naturales
• metacognición.