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

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dc.contributor.authorSalamanca, Jorge Javier Oyarce
dc.contributor.authorOjeda, Ismael Morales
dc.contributor.authorBilleke, Claudia Andrea Huaiquian
dc.contributor.authorLoaiza, Daniel Alexis Sanhueza
dc.date2022
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.citationREVISTA NOTAS HISTORICAS Y GEOGRAFICAS,Vol.,240-262,2022
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/4583
dc.language.isoes
dc.publisherUNIV PLAYA ANCHA CIENCIAS EDUCACION
dc.sourceREVISTA NOTAS HISTORICAS Y GEOGRAFICAS
dc.subject.englishChile
dc.subject.englishFederico Santa Maria
dc.subject.englishphilanthropist
dc.subject.englishentrepreneur
dc.titleSOCIAL REPRESENTATIONS ON NEUROEDUCATION IN CHILEAN PRIMARY SCHOOL TEACHERS: A CASE STUDY IN A CONTEXT OF POVERTY
dc.typeArticle
uct.indizacionESCI
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