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Permanent URI for this communityhttps://scripta.up.edu.mx/handle/20.500.12552/1

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Cuerpos académicos en escuelas normales: la colegialidad para la producción y difusión del conocimiento
(Universidad Panamericana, Escuela de Pedagogía, 2021-12-01)
Loza Jiménez, María Guadalupe
;
Gaeta González, Martha Leticia
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
«Normal Schools» are higher education institutions responsible for the training of ele-mentary school teachers in Mexico. Since 2009 they have responded to a public policy established for the formation of Academic groups. These groups are made up of fulltime professors with common interests in disciplinary or multidisciplinary subjects to carry out collegiate research to generate and apply knowledge. The present study aims to analyze the contribution of collegiality for the production and dissemination of knowledge in Normal Schools’ Academic groups in the state of Puebla. With a qualitative-interpretive approach, five teachers from Academic groups from three Normal Schools were interviewed, considering collegiality, production, and dissemination of knowledge as analyzing categories. The findings show some characteristics of the collegiate culture (practices and strategies) that affect the knowledge generated within the Academic groups of the Normal Schools of the State of Puebla.
4 68
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Expectativas e intención de continuar estudiando en jóvenes con trayectos discontinuos de educación media superior
(Universidad Panamericana, Escuela de Pedagogía, 2021-07-03)
Gaeta González, Martha Leticia
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
Education acquires a transcendental character for the development of people’s lives and society’s growth as a whole. This relevance is accentuated in Upper Secondary Education and places young people at the age of making decisions for their future life. However, given the complexity surrounding educational reality, many young people decide to abandon their studies, although in some cases not irreversibly, presenting the return to school based on the expectations and intentions of the young people. The present research aims to analyze the main academic aspects of the expectations and intention to continue studying in upper high school students with discontinuous academic trajectories. The theoretical foundation inclu-des the expectations and intention to continue studying and the personal and academic as-pects involved. Through an instrumental case study, it is a qualitative study that collects ten students’ thoughts with discontinuous academic paths from three School Centers in the state of Puebla in Mexico. The data analysis, based on a semi-structured interview, shows that the students’ return to studying has different personal and context circumstances. In turn, study habits and school supports favor the generation of students’ expectations and intentionality to complete their high school studies and beyond to the next educational level.
6 85
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Estrategias volitivas en estudiantes de bachillerato: consideraciones para la práctica educativa
(Universidad Panamericana, Escuela de Pedagogía, 2020-01-26)
Rodríguez Guardado, María del Socorro
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Gaeta González, Martha Leticia
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
In the academic field, motivational and emotional aspects are fundamental for self-regulation of learning and better academic performance. However, research about how students acquire and use the strategies that are included in these processes, and how they transfer them to academic contexts is scare. This study describes how high school students generate and use volitional strategies in face of distractions and difficulties, which have contributed to their academic the students’ learning process. Specifically, strengthening volitional strategies in the classroom to maintain persistence and regulate effort can facilitate self-regulated achievement. The methodological design was stablished as hermeneutical phenomenological. The inquire technique was the semi-structured interview, submitted for revision to four international experts and applied to six students between 17 and 18 years old. Based on our findings, emphasis is placed on the importance of teachers considering motivational and volitional aspects, as well as cognitive ones, in learning in high school students.
2 156
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Desarrollo socio-afectivo en la educación media superior : el papel del contexto académico
(Universidad Panamericana, Escuela de Pedagogía, 2019-05-24)
Ortiz Lack, Luis Gerardo
;
Gaeta González, Martha Leticia
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
The educational transition currently experienced by Mexico underscores the socio-affective education as part of an educational quality, where the student learns to manage their personal resources for an adequate development in the environment where he develops. In the high-school, this arises throughout the school curriculum, through the generation of learning environments that put in the center the human aspect to contribute to the deployment of emotional skills of the students to trough of the curriculum. The academic context is therefore a space to favor the social learning, as well as to strengthen the motivation of the students towards the achievement of certain goals. It proposes an approach, from the theory of the emotional self-regulation of Saarni, for the reflection on the role dominating the academic environment in the development of socio-affective skills of the students in the upper middle level
1 95
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La universidad mexicana en la sociedad del conocimiento : desafíos para la inclusión social
(Revista panamericana de pedagogía, 2014)
Cavazos Arroyo, Judith
;
Gaeta González, Martha Leticia
México se ha sumado a los paradigmas que mueven a las sociedades del conocimiento, cuyo esfuerzo continuo se centra en el desarrollo tecnológico y económico, así como en la calidad de vida y la competitividad internacional. Sin embargo, sus esfuerzos no se han capitalizado en resultados sobresalientes en materia de competitividad y productividad científica, tecnológica e innovación. Tampoco se ha logrado una transformación de las universidades para generar una cultura de cohesión que contribuya a la inclusión social. Es por ello que este trabajo busca reflexionar sobre el papel y sentido de la universidad, evidenciando la realidad del país y los desafíos que deben enfrentar las universidades mexicanas ante la necesidad de promover, vía la generación, acceso y uso del conocimiento, la vinculación, participación ciudadana, equidad y cohesión social como mecanismos de inclusión social.
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