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Revisión sistemática de la práctica laboral pedagógica en educación superior: fundamentos teóricos y acciones clave
(Universidad Panamericana, Escuela de Pedagogía, 2024)
Tacuri Albarracín, Verónica Gabriela
;
Vega Alonso, Mery Elizabeth
Las prácticas laborales responden a un componente sustancial en el desarrollo de habilidades de los futuros profesionales, conllevando en sus procesos importantes hitos de desarrollo con el fin de lograr que los estudiantes adquieran destrezas que vinculen la teoría y la práctica para la futura inserción laboral. La presente investigación se centró en analizar y sistematizar los principales fundamentos teóricos, legales y acciones clave que sostienen la práctica laboral en contextos de educación de las universidades del Ecuador. Para ello, se empleó una investigación de tipo documental, la cual favoreció la revisión y reflexión de diferentes fuentes bibliográficas obtenidas de buscadores de alto impacto a través del análisis de contenido. Luego del análisis se concluyó que el desarrollo de las prácticas laborales en los procesos de formación y desarrollo profesional docente, permiten la gestión del conocimiento en las universidades desde el investigar para actuar en el propio campo de acción. Además, esta formación pedagógica se basa en aprender para servir, a medida que se adquieren e integran los conocimientos. Esto favorece brindar a la comunidad un servicio social de calidad, atendiendo las necesidades prioritarias en relación al ámbito educativo.
6 23
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Un ciclo de innovación sostenible para la mejora continua de la práctica docente colaborativa
(Universidad Panamericana, Escuela de Pedagogía, 2023)
Navareño Pinadero, Pedro
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
This article proposes an experiential learning cycle design that aims to institutionalize a sustainable innovation process for the continuous improvement of collaborative teaching practice. That allows, in a recurring and systematic way, to elaborate, align and develop didactic, pedagogical, common and shared practices by teachers. In order to overcome the idea that teacher professional development is achieved individually, carrying out pedagogical and disciplinary updating activities, when in reality research shows that the most effective way to achieve it is to transform centers into professional learning communities. With the implementation of the cycle, it is intended to find meaning, give coherence and consistency to all the educational actions of the institution, and guarantee an integral formation of the students based on common values and principles of intervention, agreed upon and shared by the teaching team and the educative community. The cycle is a study aimed at improving collaborative teaching practice and is based on the theory of experiential learning developed by David Kolb from the work of John Dewey, Kurt Lewin and Jean Piaget. Among the findings of its application, the cycle ensures and supports collaborative work as the basis of experiential teaching professional development located in the context of educational institutions, by allowing responses to their needs and legitimate interests to be built from within. Finally, as a conclusion, the cycle offers an organizational and functional process that facilitates the path to follow for a positive collaborative interaction between teachers.
11 127
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Procesos de aprendizaje reflexivo en la investigación para la docencia
(Universidad Panamericana, Escuela de Pedagogía, 2019-11-30)
Mata Pérez, Ana Ma
;
Hernández Sánchez, Pedro
;
Centeno Noriega, Gerardo Esteban
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
Professional development for teachers has been a debate in international policy forums, where it has been repeatedly pointed out the link between teaching practice and educational achievement results. Research has shown the need to orient initial and continuing training of reflective professionals capable of investigating and improving their practice. This paper presents some a discussion related to teachers’ professional development in the context of postgraduate programs in Education. Graduate programs should be seen, as a continuing training process that aims to the improvement of teachers’ practice, considered an essential element in the path of the so called educational quality in México.
6 96
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Educación para el trabajo
(Hospitalidad ESDAI, 2007)
Zardón Menéndez, Elías
;
Campus Ciudad de México
This article invites us to reflect on the meaning of labor as a human activity and its educational implications. It stems from the idea of work as a means of development and growth. Through work man puts in practice capacities and abilities developed mostly during professional formation. In the first placed a brief analysis is made of the difference between work and a job, since these concepts are usually used with the same meaning, and their importance and reach is very different. In second place a reflection is made on the educational value of work as a means of development and self fulfillment. This will give way to the analysis of the requirements and demands of professional exercise. Basically, the idea is to emphasize, from a pedagogical point of view, the importance of family and school as the most valuable educational agents in the development of the human person and how this contributes to a better professional training and work performance.
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