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Author: search.filters.author.Loza Jiménez, María GuadalupeSubject: search.filters.subject.Teacher training

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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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    Significados y prácticas docentes en torno a la equidad en aulas normalistas
    (Universidad Panamericana, Escuela de Pedagogía, 2021-01-02)
    Loza Jiménez, María Guadalupe
    ;
    Gaeta González, Martha Leticia
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    Equity in education refers to the ability to consider the unequal situation of students and their families, communities, and schools and offer special support to those who require it so that the largest number of students achieve educational objectives. One of the main drivers of educational equity is teachers, so it is essential to strengthening their training, allowing them to understand students’ diversity and, if necessary, their families. This research aims to describe the meanings and practices of Normalist teachers on equity in teacher training. The theoretical foundation is based on the conceptualization of equity in Aristotle’s Nicomachean Ethics and linked to a necessary exercise in current education. It is a qualitative study that, from action research, collects the thoughts of a group of eleven full-time teachers, members of academic bodies of a Normal school in the State of Puebla, Mexico. From a semi-structu-red interview, data show us that most teachers know the meaning and take on behaviors to promote equity in the classroom. However, concrete actions are required in collegiate for a regular practice, which favors teachers’ integral development in training.
      6  107