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Percepciones docentes sobre la pandemia del Covid-19 como contenido curricular emergente en el contexto de aprendizaje
(Universidad Panamericana, Escuela de Pedagogía, 2023)
Manrique-Villavicencio, Lileya
;
Figueroa Iberico, Angela Maria
;
Ruiz Olaya, Jorge
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
The Covid-19 pandemic brought repercussions at different levels and generates new learning that was not part of the school curriculum, but is recognized as necessary to help students understand the situation they are experiencing and manage their agency. Precisely, in the need to inform and educate for prevention and care, the Covid-19 pandemic is incorporated into the school curriculum as an emerging content, because it is linked to a problem that needs to be reviewed and questioned critical consideration (Anguita et al., 2010, Dego and Ferraz, 2008). This qualitative study seeks to explore perceptions of teachers about the incorporation of the Covid-19 pandemic as emerging content in the implementation of the curriculum and investigate the contributions of that content in students and their families during remote education (April 2020 and July 2021). Eighteen teachers from two schools in the Cercado de Lima were interviewed. The Covid-19 pandemic represented an emerging and structuring content, in which various diverse conceptual contents, practices, habits and attitudes were linked, incorporated through the programming of significant experiences, the integration of curricular areas, in permanent activities and tutoring. Teachers perceive a flexible curriculum, which allowed them to adapt the proposal of the Ministry of Education to the reality and needs of their students. The pandemic provided learning focused on the practice of new personal and health care habits, as well as the importance of values such as solidarity, resilience, among others.
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Necesidades de formación docente hacia una profesionalización bajo el enfoque de la práctica reflexiva en una escuela de enfermería
(Universidad Panamericana, Escuela de Pedagogía, 2021-12-31)
Medrano, Paula
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
This article aims to diagnose Spanish Hospital Nursing School (SHNS) teachers ́ training necessities toward professionalization model, on the basis of the reflective practice in order to carry out in a future work. To reach the objective, questionnaires were applied to teachers and students regarding teaching at school, together with an extensive interview with tea-chers, with a qualitative approach expressing the meaning they give to their teaching prac-tice through their experience. It was posible to identify the teaching needs, demonstrating that it is important to develop a training program, obtaining relevant information: most of the teachers teach lectures despite of the fact that they motivate reflection and research; they would like to learn there flective practice model. With the perception that teachers have of themselves, their practice and their students, the implementation of the program will be favored since they have passion for teaching and demand, with great interest to train students in a comprehensive way not just academically
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Didactoeugenia: la buena práctica docente en la enseñanza
(Universidad Panamericana, Escuela de Pedagogía, 2017-11-11)
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
The emancipatory function, which has the education, requires the development of the taste and enthusiasm for learning beyond the immediate, what is presented in the texts, contexts and educational activities; this teacher’s activity that continually seeks to support the acquisition of knowledge; but also by that act, it is put into practice what the professional is that influences student circumscribed in schools. Teaching is the activity and the process generated by the teachers; some are deeply concerned about the content, for generate actions that facilitate the learning of their students; others, for various reasons, have altered the desire to continue learning and knowing. In a special place for learners there are teachers who, through their teaching, did perceive their concern for them, manifested in their area and support when they were aware that there was an obstacle in the creation of meaning; enthusiasm in imparting living in their classes and that instilled in learning and study to know it showed. These are the teachers who teach the value of reflection, to know beyond a rating, just for the pleasure of knowing, are those that show a new world and give up the channel and knowledge structures that enhance their students; are those with what can be conceived as a good teaching practice that promotes learning and does not generate the same blockage. The intention of this paper therefore is to argue the educational value of teaching, promoting the «didactoeugenias»
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