SOCIAL REPRESENTATIONS ON NEUROEDUCATION IN CHILEAN PRIMARY SCHOOL TEACHERS: A CASE STUDY IN A CONTEXT OF POVERTY
SOCIAL REPRESENTATIONS ON NEUROEDUCATION IN CHILEAN PRIMARY SCHOOL TEACHERS: A CASE STUDY IN A CONTEXT OF POVERTY
Authors
Salamanca, Jorge Javier Oyarce
Ojeda, Ismael Morales
Billeke, Claudia Andrea Huaiquian
Loaiza, Daniel Alexis Sanhueza
Ojeda, Ismael Morales
Billeke, Claudia Andrea Huaiquian
Loaiza, Daniel Alexis Sanhueza
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Abstract
This article investigates social representations on neuroeducation constructed by primary school teachers from a school in the town of Angol, Araucania Region, Chile. This was a qualitative investigation in the framework of a hermeneutic paradigm. The investigation design was based on Constructivist Grounded Theory and an instrumental case study. The information was obtained through semistructured, in-depth interviews. The data were processed in ATLAS.ti 8.0 software, and then subjected to axial, selective open coding through content analysis and constant comparison. The results show that teachers place a positive value on neuroeducation, since it is an innovation in practical teaching that favours their professional development.