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Descripción de los estilos de vida y factores de riesgo en niños y adolescentes de Tamaulipas
(Universidad Panamericana, Escuela de Pedagogía, 2017-07-10)
Gaither Jiménez, Laura Elena
;
Pimienta Prieto, Julio Herminio
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
This publication is part of a study begun in 2012 with the first ob-jective of describing the lifestyles and risk factors detected in children and adolescents, in order to prepare a diagnostic study that would allow the design of an action plan that would meet the results obtai-ned, Using as a frame the School Social Participation Councils. This is a mixed study, with a descriptive phase and another using participatory action-research. Stratified sampling was used in two stages, by schools and groups, involving 9,376 students from 131 primary schools and 104 secondary schools from 34 municipalities of the 43 that make up the State of Tamaulipas in Mexico. We used a questionnaire proposed by the Ministry of Public Education with open and closed questions,
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Desarrollo profesional docente en escuelas de educación primaria: un estudio diagnóstico desde una perspectiva internacional
(Universidad Panamericana, Escuela de Pedagogía, 2017-07-10)
Elizondo-García, Josemaría
;
Gallardo, Katherina
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
Training and professional development of teachers are strategies that education systems must strengthen in order to face the new educa-tional challenges. To promote their improvement it is necessary to know the schools and teachers conditions in which these are implemented. A descriptive research about some aspects related to the professional development of teachers in Colima, Mexico is presented, in compa-rison with other teachers at an international scale. Questionnaires based on TALIS were applied to 842 teachers of public elementary schools focused on the variables of professional training, induction, mentoring and teacher assessment. Considering an international perspective, the results show professional development and trai-ning are more attended in Mexico. However, induction, mentoring and assessment are some areas of opportunity for this country. The urgent need to revise the offer of teacher training is appreciated, so this can be adapted to the cultural context and the particular needs of teachers.
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Instrumento de planeación para integrar la cultura de pueblos indígenas al currículo oficial mexicano
(Universidad Panamericana, Escuela de Pedagogía, 2016-11-14)
Loredo Enríquez, Javier
;
Alvarado García, Francisco
;
Romero Lara, Raúl
;
Solís Watson, Laura
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
This article presents the «Rarámuri Culture and School Integration Proposal» (PICRE), a didactic planning tool that seeks to incorporate cultural elements of an indigenous group into the Mexican official cu-rriculum, specifically in the Elementary Curriculum, in order to pro-mote intercultural education. The purpose of the study, in which the didactic planning tool is based on, was to identify, working together researchers with community teachers, the Rarámuri essential cultural elements and then determine how to incorporate them into teaching practices. To achieve this purpose we conducted a research and the systematization of documents about the Rarámuri culture, we defi-ned working categories and conducted workshops with teachers and community members, as well as visits to the Bawinocachi School.
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