SOCIAL REPRESENTATIONS ON NEUROEDUCATION IN CHILEAN PRIMARY SCHOOL TEACHERS: A CASE STUDY IN A CONTEXT OF POVERTY

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datacite.alternateIdentifier.citationREVISTA NOTAS HISTORICAS Y GEOGRAFICAS,Vol.,240-262,2022
datacite.creatorSalamanca, Jorge Javier Oyarce
datacite.creatorOjeda, Ismael Morales
datacite.creatorBilleke, Claudia Andrea Huaiquian
datacite.creatorLoaiza, Daniel Alexis Sanhueza
datacite.date2022
datacite.subject.englishChile
datacite.subject.englishFederico Santa Maria
datacite.subject.englishphilanthropist
datacite.subject.englishentrepreneur
datacite.titleSOCIAL REPRESENTATIONS ON NEUROEDUCATION IN CHILEAN PRIMARY SCHOOL TEACHERS: A CASE STUDY IN A CONTEXT OF POVERTY
dc.date.accessioned2022-06-06T21:30:41Z
dc.date.available2022-06-06T21:30:41Z
dc.description.abstractThis 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.
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/4583
dc.language.isoes
dc.publisherUNIV PLAYA ANCHA CIENCIAS EDUCACION
dc.sourceREVISTA NOTAS HISTORICAS Y GEOGRAFICAS
oaire.resourceTypeArticle
uct.indizacionESCI
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