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    Frente al plagio: buenas prácticas, alegría y ecología en el aula
    (Universidad Panamericana, Escuela de Pedagogía, 2020-01-26)
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    Alvear García, María del Pilar
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    The true student and the true teacher share the challenge of growing to achieve an authentically human life. In this sense, the representation of the teacher in the Nahuatl conception is remarkable, summarised in the representation of the wise man, ultimate aspiration and always developing of whoever wishes to teach to configure, within the person, a face and a heart. The well being and well-doing are the result of the persevering and firm exercise of the will and the intelligence, translated in the living of good practice that demand, of course —more than anti-plagiarism measures—, to develop intellectual honesty. The essential labor of an educator is to guide the student in the work of discovering and keeping a face and a heart: the building of personal integrity to perform a dignified life, exemplary work, and a positive influence. In the quest to create better ways of learning that are deep and creative within the educational ecosystem that is the classroom, an element that can seem surprising but in no way excessive: the joy, indispensable note of the teacher that loves what they do and transmits it, placing the student on the path to professional prestige and personal happiness.
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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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