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Revista de estudios y experiencias en educación

On-line version ISSN 0718-5162

Abstract

AEDO, Pablo  and  CASTRO, Abelardo. Multimodal didactics based on scientific consilience for intellectual development in teacher training. Rev. estud. exp. educ. [online]. 2021, vol.20, n.43, pp.477-496. ISSN 0718-5162.  http://dx.doi.org/10.21703/rexe.20212043castro25.

This article presents an annual experience with first-year English and History pedagogy students at the University of Concepción. The main objective was for the participants to understand the educational phenomenon and the teaching profession from the complexity of scientific interdisciplinarity. Here, various disciplines (such as sociology, psychology, neuroscience, philosophy) contribute from their specific areas. Still, they are made to converge in integrated explanations of the educational phenomenon in general so that they contribute to didactic decisions, increasing teaching professionalism. The strategy used to carry out this interdisciplinarity is scientific consilience. Thus, students learn by connecting dialectically and naturally their experiences with the different contents of teacher training. The design of the classes followed the multimodal didactic perspective, which seeks the creation of meaning of the concepts treated with various resources and strategies for understanding them from an interdisciplinary perspective in the didactic work. The information was obtained from student reports and discussions, and thematic analysis was applied to process the data. Results show how students progressively change their position on education from a vision that could be defined as naive to a more complex one. This evidences the student's superior cognitive abilities development in their respective disciplinary areas as the central focus of teaching and future teachers.

Keywords : Teaching profession; teacher training; scientific consilience; scientific knowledge; multimodal didactics.

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