Análisis del tratamiento de contenidos en la creación de audiovisuales educativos (parte II): las progresiones detectadas

Abstract

The audiovisual creation in the classroom has become a tool of mass use in a few years. But the speed of the changes produced has meant that a good part of the current faculty does not have life-experienced examples in their instruction as students. This implies that there are many questions about the appropriate way to incorporate those resources: how to use YouTube, how to design and produce educational-content videos, how to include these issues into teacher training, etc. In this paper, we focus on analyzing the future-teachers progressions in the treatment of contents when the teachers face the creation of educational audiovisual on science topics. Our results indicate that the lack of previous references for this task pushes future teachers to explore new paths. From the point of view of teacher educators, this would imply that confronting our students to unfamiliar tasks causes them to abandon their standardized roles. That is to say, it seems that the change of format (from text to video for the content creation) induces to an evolution towards a less standardized and more innovative approach to the content treated.