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Permanent URI for this communityhttps://scripta.up.edu.mx/handle/20.500.12552/1

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La formación docente en las consideraciones del currículo para grupos multigrado
(Universidad Panamericana, Escuela de Pedagogía, 2022)
Ríos Cepeda, Vera Lucía
;
Arán Sánchez, Ana
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
This research shows the scope of longitudinal results of a poll of 96 teachers of the Central-South Region of the State of Chihuahua, to generate a discussion about the recognition of the support that they receive, the difficulties that they have and their visions about the teaching designs and learning evaluation in multigrade classrooms, with a deductive method which allows the multigrade variable analysis of six dimensions. The study has three phases, the first with a post-positivist approach, where statiscal results about knowledge where they manifest representative elements of the curriculum in schools with multigrade groups, and their pedagogical habilitation from the teaching processes; the results of the elaborated analysis are the following: Teachers frequently apply reasonable adjustments and curriculum adaptations, which correspond to those that refer the adaptation of educational purposes, teachers use more frequently the ones of meaning, sociability and expansion of areas because those are part of the activities that teachers implement with their groups; they do not visualize them as alien or as a responsibility. Nevertheless, they restrict themselves to changing only materials and activities.
1 124
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Validación de cuestionario sobre autorregulación del aprendizaje en la formación inicial docente
(Universidad Panamericana, Escuela de Pedagogía, 2022)
Aguilar Davis, Virginia
;
Hernández Rodríguez, Carlos
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
This research, of instrumental design and quantitative approach, constitutes a first validation of the Self-Regulation of Learning Questionnaire in Initial Teacher Education, developed from a proprietary model designed under the socio-cognitive approach. For this purpose, a sample of 360 students with five bachelor’s degrees at a Mexican Higher Education Institution was used. Content validity was obtained using expert judgment, while Cronbach’s alpha reliability index gave a result of .942. The Kaiser-Meyer-Olkin and Bartlett’s sphericity tests confirmed the feasibility of performing the Principal Component Factor Analysis with Varimax rotation, resulting in three factors with a distribution of items that do not correspond to the original model, therefore a second analysis was mad. It is concluded that the instrument has content validity, of construct, is congruent with its design, and is highly reliable. However, it is recommended to corroborate this through other tests, section the instrument in the phases or areas that comprise it, or apply it to other populations from public and private institutions.
7 111
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Cuerpos académicos en escuelas normales: la colegialidad para la producción y difusión del conocimiento
(Universidad Panamericana, Escuela de Pedagogía, 2021-12-01)
Loza Jiménez, María Guadalupe
;
Gaeta González, Martha Leticia
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
«Normal Schools» are higher education institutions responsible for the training of ele-mentary school teachers in Mexico. Since 2009 they have responded to a public policy established for the formation of Academic groups. These groups are made up of fulltime professors with common interests in disciplinary or multidisciplinary subjects to carry out collegiate research to generate and apply knowledge. The present study aims to analyze the contribution of collegiality for the production and dissemination of knowledge in Normal Schools’ Academic groups in the state of Puebla. With a qualitative-interpretive approach, five teachers from Academic groups from three Normal Schools were interviewed, considering collegiality, production, and dissemination of knowledge as analyzing categories. The findings show some characteristics of the collegiate culture (practices and strategies) that affect the knowledge generated within the Academic groups of the Normal Schools of the State of Puebla.
4 68
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Formación docente para una enseñanza inclusiva : estudio de caso : Universidad de Colima
(Universidad Panamericana, Escuela de Pedagogía, 2021-07-03)
Márquez Cabellos, Norma Guadalupe
;
Jiménez García, Sara Aliria
;
Moreles Vázquez, Jaime
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
The present research aims to describe and analyze teacher training for inclusive teach-ing in four educational programs of Education Dependence Higher (DES) Pedagogy of the University of Colima, Mexico. The work was carried out through a documentary analysis of the corresponding curricular programs. The results show that teacher training for inclu-sive teaching is strengthened when the curricular bases of these degrees include subjects that address values, dilemmas, exercises and content around inclusion to intervene in their pedagogical practice with a population with disabilities, disorders, outstanding skills or in situations of vulnerability. We conclude that these teachings are not yet explicit enough in three of the four undergraduate degrees and their learning is even ignored.
7 107
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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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