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Evaluación del proceso de transformación de la escuela en comunidades profesionales de aprendizaje
(Universidad Panamericana, Escuela de Pedagogía, 2023)
Malpica Basurto, Federico
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Navareño Pinadero, Pedro
;
Martínez Mesa, Ruth Clarena
The teaching profession can no longer be understood without collegiate work, which allows professionals not only to be good individual recipe applicators but, above all, to feel safe to develop common methodological strategies, try out new collective practices and be recognized for them. This conception supposes the transformation of the prevailing professional teaching culture, to reach constant agreements on what should be learned in each educational entity, and, consequently, when, and how, what has been learned should be taught and evaluated, on the behaviour of educational agents, as well as the type of institutional experiences to stimulate the desired learning. Considering the educational entity as a complex system, the model of positive educational transformation in professional learning communities (PLC), allows an intervention in all these dimensions jointly, with the purpose of eventually taking it to its inflection point, through a highly participatory approach of reflection on practice and collaboration among equals to generate autonomous work structures that sustain long-term transformation. The field work carried out using the case methodology, and the subsequent triangulation of project documentation, online surveys and interviews, has allowed us to conclude on the importance of aligning teaching and management practices, and the degree of maturity of the educational organization in terms of the beliefs of its members, the technical-pedagogical variables, the internal culture, the leadership, the communication between the educational agents, as well as the organization and management, in the processes of positive educational transformation.
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Educación emocional en clave de integración : una aportación a la innovación educativa
(Universidad Panamericana, Escuela de Pedagogía, 2019-05-24)
Huerta Rivero, María Elena
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
In this paper we describe the need to adapt education to change, in this postmodern panorama. In which, education traditionally has neglected the emotional dimension of the human being. Therefore, a brief description, analysis and contrast of the two approaches to emotional education are made: in the key of regulation and in the key of integration. Subsequently, a reflection of personalized education and on the specific needs of educational innovation in the current Mexican context is made. Finally, a proposal is made from the focus of emotional education in the key of integration for the Mexican context.
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Buenas prácticas como procesos y tendencias innovadoras en la educación superior
(Universidad Panamericana, Escuela de Pedagogía, 2015-09-11)
Rodríguez Betanzos, Addy
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
It is to identify good practices that give rise to educational inno-vation in universities. The same innovation from conceptual aspect and its recognition by the features and areas in which it is presented. Therefore, first it contextualizes the phenomenon of globalization in which universities are embedded; the challenges faced and the policy framework to which they are subject are described, ending with the conceptual framework that characterizes good practices as a reference culture of educational innovation in universities
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