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La competencia evaluativa del aprendizaje en la formación docente desde el enfoque en competencias. Reflexión desde la teoría y la práctica
(Universidad Panamericana, Escuela de Pedagogía, 2024)
Ramos Ramírez, Briseda Noemí
;
Márquez Cabellos, Norma Guadalupe
El presente documento tiene como objetivo, identificar la configuración de la competencia evaluativa del aprendizaje de estudiantes en formación docente, en el marco de un programa de licenciatura, estructurado desde el enfoque en competencias. Se ha utilizado una metodología cualitativa de corte descriptiva, basada en la aplicación de un cuestionario y la observación. Los sujetos de estudio fueron 20 estudiantes de primer semestre de la Licenciatura en Enseñanza de las Matemáticas, en el marco de la asignatura Legislación y Políticas Educativas. Los resultados reflejan que la población participante, identifica y comprende el sentido e importancia de la evaluación del aprendizaje, pero sus conductas y manifestaciones no son congruentes con ese pensamiento; por tanto, se identifica que la competencia evaluativa del aprendizaje no se ha consolidado como competencia docente durante la formación de los estudiantes. Concluimos que, a pesar de la diversidad de opiniones sobre la efectividad del enfoque en competencias como eje curricular, continúa vigente en el currículo de muchas instituciones de educación superior en México. Asimismo, consideramos que el enfoque favorece la implementación de propuestas educativas formadoras de docentes, en las que se impulsa, entre otras competencias, la competencia evaluativa del aprendizaje.
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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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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
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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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Formación docente en competencias con enfoque humanista para adaptarse al cambio
(Universidad Panamericana, Escuela de Pedagogía, 2019-06-24)
Trejo Sánchez, Karina
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
The essay describes a proposal for the development of competences with a humanist approach that considers programs for training teachers of all educational levels, since they are necessary to face today’s constant change in all aspects of life. The argument departs within the framework set in Unesco´s Delors report (1996), on Education for the Twenty First Century, based on the four pillars of learning, emphasizing the following types of knowledge: Learning to know, learning to do, learning to be and learning to live together. A blueprint for educational reform indispensable for humanity to progress towards the ideals of peace, freedom and social justice.
37 133
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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.
2 43
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Diseño y validación de una estrategia para enseñanza-aprendizaje metacognitivo de habilidades para profesores de educación primaria
(Universidad Panamericana, Escuela de Pedagogía, 2011-06-26)
Gutíerrez Soriano, Verónica
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Pimienta Prieto, Julio Herminio
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
La investigación tuvo como propósito proponer una Estrategia de Enseñanza Aprendizaje Metacognitivo de Habilidades para Profesores de Educación Primaria (EEAMHPP), realizar un acercamiento a la validación de su puesta en práctica, e indagar las perspectivas de enseñanza y aprendizaje de un grupo de profesores formadores de docentes. EEAMHPPse fundamenta en concepciones del aprendizaje humano de la perspectiva constructivista y considera un enfoque integral de la personalidad en relación con la formación de competencias (J. Piaget, 1977; Vygotsky, 1988; Ausubel, 1976; Bruner, 1990; Coll, 1990; Carretero, 1997; Bandura, 1999; Gimeno y Pérez, 1992; Castellanos, 2002; Perrenoud, 2004; Pimienta, 2010; Saint-Onge, 1997; Jackson, 2000; Rodríguez y Bermúdez, 1996; Moltó, 2001; Pimienta, 2006). Se implementaron dos paradigmas en investigación: cuantitativo, a través de un diseño cuasiexperimental y cualitativo, al considerar fundamentos de la etnografía educativa. Los resultados registran un incremento significativo del rendimiento académico de los estudiantes del grupo experimental con respecto del grupo control (*p<.05). Los docentes que realizaron la intervención educativa obtuvieron un incremento significativo en la evaluación del desempeño docente con respecto a los que continuaron con la utilización del enfoque didáctico tradicional (*p<.05).
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