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

dc.creatorSalamanca, Jorge Javier Oyarce
dc.creatorOjeda, Ismael Morales
dc.creatorBilleke, Claudia Andrea Huaiquian
dc.creatorLoaiza, Daniel Alexis Sanhueza
dc.date2022
dc.date2022-06-06T21:30:41Z
dc.date2022-06-06T21:30:41Z
dc.date.accessioned2022-10-18T14:52:09Z
dc.date.available2022-10-18T14:52:09Z
dc.identifierREVISTA NOTAS HISTORICAS Y GEOGRAFICAS,Vol.,240-262,2022
dc.identifierhttps://repositoriodigital.uct.cl/handle/10925/4583
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/4443993
dc.descriptionThis 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.languagees
dc.publisherUNIV PLAYA ANCHA CIENCIAS EDUCACION
dc.sourceREVISTA NOTAS HISTORICAS Y GEOGRAFICAS
dc.subjectChile
dc.subjectFederico Santa Maria
dc.subjectphilanthropist
dc.subjectentrepreneur
dc.titleSOCIAL REPRESENTATIONS ON NEUROEDUCATION IN CHILEAN PRIMARY SCHOOL TEACHERS: A CASE STUDY IN A CONTEXT OF POVERTY
dc.typeArticle


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