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Author: search.filters.author.Ramos Ramírez, Briseda Noemí

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    La competencia evaluativa del aprendizaje en la formación docente desde el enfoque en competencias. Reflexión desde la teoría y la práctica
    (Universidad Panamericana, Escuela de Pedagogía, 2024)
    Ramos Ramírez, Briseda Noemí
    ;
    Márquez Cabellos, Norma Guadalupe
    El presente documento tiene como objetivo, identificar la configuración de la competencia evaluativa del aprendizaje de estudiantes en formación docente, en el marco de un programa de licenciatura, estructurado desde el enfoque en competencias. Se ha utilizado una metodología cualitativa de corte descriptiva, basada en la aplicación de un cuestionario y la observación. Los sujetos de estudio fueron 20 estudiantes de primer semestre de la Licenciatura en Enseñanza de las Matemáticas, en el marco de la asignatura Legislación y Políticas Educativas. Los resultados reflejan que la población participante, identifica y comprende el sentido e importancia de la evaluación del aprendizaje, pero sus conductas y manifestaciones no son congruentes con ese pensamiento; por tanto, se identifica que la competencia evaluativa del aprendizaje no se ha consolidado como competencia docente durante la formación de los estudiantes. Concluimos que, a pesar de la diversidad de opiniones sobre la efectividad del enfoque en competencias como eje curricular, continúa vigente en el currículo de muchas instituciones de educación superior en México. Asimismo, consideramos que el enfoque favorece la implementación de propuestas educativas formadoras de docentes, en las que se impulsa, entre otras competencias, la competencia evaluativa del aprendizaje.
      3  96
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    Camino hacia la inclusión en educación media superior y superior: voces del profesorado
    (Universidad Panamericana, Escuela de Pedagogía, 2023)
    Márquez Cabellos, Norma Guadalupe
    ;
    Ramos Ramírez, Briseda Noemí
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    This study analyzes the perception of the faculty of a public university in Mexico in the process of educational inclusion of high school and higher education students with disabilities and neurodiverse. A descriptive qualitative methodology based on discourse analysis through focus groups has been used. The results highlight actions that facilitate inclusion such as architectural adaptations, adapted technology support, guidance and advice. However, barriers that limit learning and participation focused on the training, guidance and updating of teaching staff are also identified, as well as unfavorable attitudes of the university community towards students with disabilities. It is concluded that inclusive education is the main challenge of Higher Education Institutions to guarantee not only access, permanence and graduation; but the quality, equity and educational equality as a constitutional right of any person.
      11  116
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    Representaciones implícitas de innovación curricular de profesores de educación superior
    (Universidad Panamericana, Escuela de Pedagogía, 2022)
    Ramos Ramírez, Briseda Noemí
    ;
    Barrón Tirado, María Concepción
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    The article presents the results of an investigation about the implicit representations of higher education teachers about curricular innovation and its relationship with classroom performance. The study was carried out with teachers of a degree from the University of Colima, in which the competency-based model was implemented as part of a curricular innovation process. Fourteen teachers participated. The research was carried out under a qualitative descriptive approach and a questionnaire based on dilemmas and open questions was used as an instrument for collecting information. It can be affirmed that the analysis of the implicit representations of the teachers begins in the self-perception regarding their performance; their beliefs, cultural background and their social context, which is decisive in their conception regarding learning, teaching, evaluation and innovation. In general terms, commitment to teaching, interest in students and the contradiction between linear or progressive thinking and a practice that adds didactic tools that boast metacognitive results are identified, all of this immersed in a context of construction and reconstruction of teaching continuously.
      5  83