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Calidad del docente universitario en la carrera de educación en la UISRAEL, Ecuador
(Universidad Panamericana, Escuela de Pedagogía, 2023)
Quintero Cordero, Yolvy Javier
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Bustillos Peña, Mayra Alejandra
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Molina Prendes, Norma
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
The fundamental objective of this article is to diagnose the educational quality that the university professor of the Education degree demonstrates in his praxis, at the Israel Technological University (UISRAEL), located in the city of Quito. He relied on the theoretical references of Kant (1985), Aristotle (1985), Touriñan (2019), Freire (1985) (1971) (1997) and Valleys (2021), among others. It is a mixed or complementary study; from the quantitative point of view, it is descriptive and projective. It presents a transectional- field design, the survey was used as a technique and the questionnaire as an instrument, analyzing the indicators: clarity, dynamics of the subject, perception of learning, professional and technological training and research. From the qualitative perspective, observation was used as a technique and the Observation Guide as an instrument. The population consisted of 126 students of the Education career, which were taken entirely. It was possible to detect, from the quantitative perspective, that the quality of the teacher of the Education career is within an “acceptable” level of quality. From the qualitative point of view, although the majority demonstrate a high level of quality, there is a minority of teachers who demonstrate insufficiencies in their educational praxis, such as: communication with their students, content updating regarding the graduate profile, expository strategies without intentionality to encourage critical thinking in students and lack of motivation to their students. A teacher update program is recommended.
5 92
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Formar profesionales a partir de la experiencia
(Universidad Panamericana, Escuela de Pedagogía, 2022)
Cappelletti, Gachy
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Sajón, Mariana
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
This article reflects on the processes of professional training within the framework of the reflective practice paradigm. Vocational training is understood as a construction framed in a daily activity and implies analyzing and reflecting on that activity with the help of a mediator or tutor. In addition, it is considered that in professional training it is necessary to integrate conceptual learning with experiential learning. This article presents the analysis of a case in which reflections of the students of a first-year course of the Bachelor in Education Degree at a private university in Buenos Aires, Argentina, are systematized. The analyzed course, Introduction to Education, presents a teaching proposal that seeks to bring the world of work closer to students based on the concern that students usually express about the future.
1 63
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Significados y prácticas docentes en torno a la equidad en aulas normalistas
(Universidad Panamericana, Escuela de Pedagogía, 2021-01-02)
Loza Jiménez, María Guadalupe
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Gaeta González, Martha Leticia
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
Equity in education refers to the ability to consider the unequal situation of students and their families, communities, and schools and offer special support to those who require it so that the largest number of students achieve educational objectives. One of the main drivers of educational equity is teachers, so it is essential to strengthening their training, allowing them to understand students’ diversity and, if necessary, their families. This research aims to describe the meanings and practices of Normalist teachers on equity in teacher training. The theoretical foundation is based on the conceptualization of equity in Aristotle’s Nicomachean Ethics and linked to a necessary exercise in current education. It is a qualitative study that, from action research, collects the thoughts of a group of eleven full-time teachers, members of academic bodies of a Normal school in the State of Puebla, Mexico. From a semi-structu-red interview, data show us that most teachers know the meaning and take on behaviors to promote equity in the classroom. However, concrete actions are required in collegiate for a regular practice, which favors teachers’ integral development in training.
6 107
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Autoconocimiento y desarrollo de virtudes humanas como base para el ejercicio profesional ético: análisis de una experiencia evaluativa en el contexto universitario
(Universidad Panamericana, Escuela de Pedagogía, 2020-07-02)
Chavarría Olarte, Marcela
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MARCELA CHAVARRIA OLARTE;202130
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GERMAN ROBERTO SCALZO;648023
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
The ethics of virtue has garnered renewed interest in the last fifty years both at a general philosophical level and as applied to business. This trend has been accompanied by con-siderable effort to promote character education in university-level curricula. This article intends to identify and analyze the best core concepts for teaching Business Ethics with an eye on the development of virtues as the basis for the ability to assume ethical commit-ments in professional practice. To this end, fieldwork was carried out with a group of uni-versity students studying business; it examines the degree to which those students have developed human virtues and the effects that intentionally guiding them towards aware-ness of their strengths and areas for opportunity have had on them. The application of the VTR® test was used as a first approach to the qualitative analysis of a complex reality. This study is framed within a concrete pedagogical proposal for teaching and student-support, and informs business ethics professors’ teaching-learning process in the higher education institutions in which they work.
8 182
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Procesos autoevaluativos entre docentes universitarios: aproximación mediante casos en el contexto de una institución privada
(Universidad Panamericana, Escuela de Pedagogía, 2020-01-26)
Velázquez, Luis Medina
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Rigo Lemini, Marco Antonio
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
This work explores the processes of self-evaluation and selfregulation of teaching practice among four university professors. We have been interested in identifying the mechanisms through which these professionals analyze and value their performance as well as the strategies they deploy trying to improve it. The research examines the beliefs and knowledge teachers have about the institutional evaluation of teacher performance and its implications on the phenomena of selfregulation and decision-making. The approach is based on the mediation paradigm focused on teacher thinking and develops a case study with academic staff participating in a Master’s in Education program. It was found that teachers face a wide range of situations and problems against which they practice complex and pressing decision-making, which does not always lead to the optimization of their daily work.
4 87
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Práctica reflexiva colectiva: una experiencia de desarrollo profesoral en educación superior
(Universidad Panamericana, Escuela de Pedagogía, 2019-11-30)
Camargo Ariza, Katina Isabel
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Moreno Herrera, Ana Carolina
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
Reflective practice as a professional development strategy allows us to envision different work scenarios. One of those is known as Collective Reflective Practice, which permits participants to share their pedagogical experience and/or self-assess their own practice in a context of dialogue that sets the conditions for a reflective peer practice. This paper shows the results of an analysis of a collective reflective practice called «Hablemos docencia» (Let’s Talk about Teaching). An initiative developed by the Universidad del Norte’s Center for Teaching Excellence in Barranquilla, Colombia. In this space, professors from different disciplines have the opportunity to reflect on their teaching practices in a group and collaborative setting. Grounded in insights by Tsangaridou and O’Sullivan (1994), we use a quantitative methodology and ex post facto approach, which characterizes the effect of «Hablemos docencia» on a group of professors.
30 84
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Contextos de aprendizaje para el desarrollo del pensamiento reflexivo en la educación superior
(Universidad Panamericana, Escuela de Pedagogía, 2019-11-30)
Sabariego Puig, Marta
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Ruiz Bueno, Antoni
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Cano-Hila, Ana Belén
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Sánchez Martí, Angelina
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
This article is the outcome of two research projects funded by the University Teaching Research grants. The projects traced the impact of narrative methodologies in reflective thinking among university students, and their impact in learning processes and their personal and professional development. The text is divided into three sections: The theoretical background on reflective thinking, the features of learning environments favouring the development of these skills, and the value of the narrative strategies to accomplish this goal. The text finishes with specific suggestions on how university teaching should be organized and structured in order to achieve the development and evaluation of reflective practice objectives so these ends might be promoted and evaluated.
2 392
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Análisis de las regulaciones a la educación superior particular en México
(Universidad Panamericana, Escuela de Pedagogía, 2018-11-28)
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
According to the Mexican law private individuals are allowed to grant higher education. Nevertheless, through history the regulatory mechanisms have proved to be insufficient to protect students and the system, as many low quality institutions have proliferated (Rodríguez, 2004; Acosta, 2011, Cuevas, 2011a; De Garay, 2013; and Buendía 2016). The flexibility of the instruments and the lack of control and sanctions when violating the law make it necessary to address this topic and issue recommendations for the improvement of the regulatory policies
7 138
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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
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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
3 47
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Proyecto Tuning: la educación basada en competencias en ESDAI.
(Hospitalidad ESDAI, 2010)
Monzó Arévalo, Rosa
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Campus Ciudad de México
Universities have an important social commitment to contribute to the nation's development. Therefore, more than worrying about producing professionals for the labor market, universities should endeavor to mold them into efficient, productive and competent workers in their respective labor fields. This task, does not only require very hard work for both students and teachers, but also implies that the educational process meets quality criteria. The "Tuning Project", as is implied in its name, seeks to tune or polish educational structures and begin a debate aimed at identifying and exchanging information so as to improve collaboration among higher education institutions in Europe and Latin America for the development of quality, effectiveness and transparency. It is an independent project, promoted and coordinated by both Latin American and European universities. The project is especially framed in the processes of the Sorbonne-Bologna-Prague-Berlin through which politicians aspire to create an area of integrated higher education within the European Economic Community.
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