Pedagogy and open science in transdisciplinary teacher training
María Verónica Nava Avilés
The work recovers epistemic, methodological and didactic supports from another pedagogy that establishes transdisciplinary bridges to challenges of the 21st century that glocally impact teacher training, based on the critical analysis of texts and open science documentary information, two constructions are resignified: The first, by situating education as a complex phenomenon, which is developed in processes of interactions in interdisciplinary networks and the second, as forms of possibilities offered by transdisciplinarity; Meanwhile, the opening of scientific research is required to allow greater access to inquiry designs, teaching models, learning and open educational resources, from the base of co-creation of knowledge, innovation and creativity in co-responsibility with an education of greater equity and inclusion in its various modalities: face-to-face, open, virtual and/or distance as a means to acquire, update, complete and expand knowledge, skills, abilities and aptitudes that allow students to achieve their personal and professional development. Where researchers, professors and students work collaboratively to promote the exchange of knowledge and transparency in research processes and with this, generate co-production and publication of knowledge in educational and epistemic communities with a high ethical sense and supportive intellectual altruism.
Keywords
Pedagogy, Open Science, Transdisciplinary Teacher Training.
