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Formar profesionales a partir de la experiencia
(Universidad Panamericana, Escuela de Pedagogía, 2022)
Cappelletti, Gachy
;
Sajón, Mariana
;
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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Beneficios del método AICLE/CLIL para el aprendizaje de una lengua extranjera a través del aula invertida
(Universidad Panamericana, Escuela de Pedagogía, 2021-07-03)
Barreto, Lina Maribel
;
Aguirre Fernandez, Roberto Eduardo
;
Serra Valdes, Miguel Angel
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
CLIL is an educational method that offers innumerable benefits in the teaching - learning process, its objective is an integral teaching of the necessary contents for the professional and the teaching of an alternative language. In addition, it motivates and prioritizes the competitiveness of the students; being an innovative form of educationTo determine the benefit of the CLIL method in a flipped classroom through the applica-tion of surveys in the students of 3rd, 7th and 8th semester of the Medical Sciences Career of the Technical University of Machala in order to verify the effectiveness of the learning of a foreign language.The research has a descriptive, observational, and analytical cross-sectional study, in or-der to identify the benefits of the CLIL method in the flipped classroom, using two main instruments, such as students’ survey and professors’ evaluation.It was observed that 22.7% of the teachers of the Medical Sciences career of the Technical University of Machala make use of the CLIL method in their daily classes, because it has been shown that it helps students in the development of their different skills, such as participato-ry, interactive and creativity, greatly favoring individual and collective learning of students.This method within the career of Medical Sciences is beneficial for the students learn-ing, because it provides the development of their various skills, as well as the interest in acquiring information on curricular content linking the learning of English.
4 69
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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
;
Gaeta González, Martha Leticia
;
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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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
;
Rigo Lemini, Marco Antonio
;
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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Contextos de aprendizaje para el desarrollo del pensamiento reflexivo en la educación superior
(Universidad Panamericana, Escuela de Pedagogía, 2019-11-30)
Sabariego Puig, Marta
;
Ruiz Bueno, Antoni
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Cano-Hila, Ana Belén
;
Sánchez Martí, Angelina
;
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
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