Teacher Training: The Link Between Academic Performance and Success in Professional Practice

Autores:: González Campos, José
Aspeé Chacón, Juan
Herrera Nuñez, Yudi
Araya, Fabián

Tipo de recurso:: Article of journal

Fecha de publicación:: 2022

Institución:: Universidad Pedagógica y Tecnológica de Colombia

Repositorio:: RiUPTC: Repositorio Institucional UPTC

Idioma:

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dc.title.spa.fl_str_mv	Teacher Training: The Link Between Academic Performance and Success in Professional Practice
title	Teacher Training: The Link Between Academic Performance and Success in Professional Practice
spellingShingle	Teacher Training: The Link Between Academic Performance and Success in Professional Practice Quality of education Beginning teachers Professional practice Initial teacher training Calidad de la educación Maestros principiantes Logro académico Práctica profesional Formación inicial docente Qualidade da educacao Professores iniciantes Realização acadêmica Prática profissional Treinamento inicial de professores
title_short	Teacher Training: The Link Between Academic Performance and Success in Professional Practice
title_full	Teacher Training: The Link Between Academic Performance and Success in Professional Practice
title_fullStr	Teacher Training: The Link Between Academic Performance and Success in Professional Practice
title_full_unstemmed	Teacher Training: The Link Between Academic Performance and Success in Professional Practice
title_sort	Teacher Training: The Link Between Academic Performance and Success in Professional Practice
dc.creator.fl_str_mv	González Campos, José Aspeé Chacón, Juan Herrera Nuñez, Yudi Araya, Fabián
dc.contributor.author.spa.fl_str_mv	González Campos, José Aspeé Chacón, Juan Herrera Nuñez, Yudi Araya, Fabián
dc.subject.none.fl_str_mv	Quality of education Beginning teachers Professional practice Initial teacher training Calidad de la educación Maestros principiantes Logro académico Práctica profesional Formación inicial docente Qualidade da educacao Professores iniciantes Realização acadêmica Prática profissional Treinamento inicial de professores
topic	Quality of education Beginning teachers Professional practice Initial teacher training Calidad de la educación Maestros principiantes Logro académico Práctica profesional Formación inicial docente Qualidade da educacao Professores iniciantes Realização acadêmica Prática profissional Treinamento inicial de professores
publishDate	2022
dc.date.accessioned.none.fl_str_mv	2022-04-29 11:53:53 2026-04-16T17:40:29Z
dc.date.available.none.fl_str_mv	2022-04-29 11:53:53
dc.date.issued.none.fl_str_mv	2022-04-29
dc.type.spa.fl_str_mv	Artículo de revista
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dc.relation.references.none.fl_str_mv	Almeyda, L. (2016). Arrojados en la acción: aprender a enseñar en la experiencia de práctica profesional. Estudios Pedagógicos, 42(4), 11-30. https://dx.doi.org/10.4067/S0718-07052016000500002 Almonacid-Fierro, A., Vargas, R., Mondaca-Urrutia, J., & Sepúlveda, S. (2021). Prácticas profesionales en tiempos de pandemia COVID-19: Desafíos para la formación inicial en profesorado de Educación Física. Retos, 42, 162-171. http://doi.org/10.47197/retos.v42i0.87353 Ávalos, B. (2014). Initial teachers' education in Chile: tensions between policies of support and control. Estudios Pedagógicos, 40(special), 11-28. https://dx.doi.org/10.4067/S0718-07052014000200002 Barnard, G., & Bayes, T. (1958). Studies in the history of probability and statistics: IX. Thomas Bayes's essay towards solving a problem in the doctrine of chances. Biometrika, 45(3-4), 293-315. https://dx.doi.org/10.2307/2333180 Bastías-Bastías, L., & Iturra-Herrera, C. (2022). La formación inicial docente en Chile: una revisión bibliográfica sobre su implementación y logros. Revista Electrónica Educare, 26(1), 229-250. https://dx.doi.org/10.15359/ree.26-1.13 Blanco, G. (2013). Studying quality beyond technical rationality: political and symbolic perspectives. Quality in Higher Education, 19(2), 126-141. https://doi.org/10.1080/13538322.2013.774804 Brennan, R. (2010). Generalizability theory and classical test theory. Applied Measurement in Education, 24(1), 1-21. https://doi.org/10.1080/08957347.2011.532417 Buendía, A. (2007). El concepto de calidad: una construcción en la educación superior. Reencuentro, 50(29), 28-34. https://www.redalyc.org/pdf/340/34005005.pdf Comisión Nacional de Acreditación de Chile. (2015). Preguntas frecuentes: ¿Qué es la acreditación? https://goo.gl/qEoi7E CPEIP & Ministry of Education of Chile. (2012). Estándares orientadores para egresados de pedagogía en educación media. Mineduc. Craig, C. (2016). Structure of Teacher education. In J. Loughran & M. Hamilton (Eds.), International Handbook of Teacher Education (pp. 69-136). Springer. Crisp, G. (2012). Integrative assessment: reframing assessment practice for current and future learning. Assessment & Evaluation in Higher Education, 37(1), 33-43. https://doi.org/10.1080/02602938.2010.494234 Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291-309. https://doi.org/10.1080/02619768.2017.1315399 Flores, M., & Al-Barwani, T. (Eds.). (2016). Redefining Teacher Education for the post-2015 Era: Global Challenges and Best Practice. Nova Publisher. Flores, M. (2008). La investigación sobre los primeros años de enseñanza: lecturas e implicaciones. In C. Marcelo (Coord.), El profesorado principiante. Inserción a la docencia (pp. 1000-1040). Octaedro. Flores, M. (2017). Practice, theory and research in initial teacher education: international perspectives. European Journal of Teacher Education, 40(3), 287-290. https://doi.org/10.1080/02619768.2017.1331518 Garbanzo, G. (2007). Factores asociados al rendimiento académico en estudiantes universitarios, una reflexión desde la calidad de la educación superior pública. Revista Educación, 31(1), 43-63. http://dx.doi.org/10.15517/revedu.v31i1.1252 González, L., & Espinoza, O. (2008). Calidad en la educación superior, concepto y modelos. Calidad en la Educación, 28, 248-276. https://doi.org/10.31619/caledu.n28.210 Hirmas, C. (2014). Tensiones y desafíos para pensar el cambio en la formación práctica de futuros profesores. Estudios Pedagógicos, 40(special), 127-143. https://dx.doi.org/10.4067/S0718-07052014000200008 Jacob, R., Goddard, R., & Kim, E. (2014). Assessing the use of aggregate data in the evaluation of school-based interventions, implications for evaluation research and state policy regarding public-use data. Educational Evaluation and Policy Analysis, 36(1), 44-66. https://doi.org/10.3102%2F0162373713485814 Kitchen, J., & Petrarca, D. (2016). Approaches to Teacher Education. In J. Loughran & M. Hamilton (Eds.). International Handbook of Teacher Education (pp. 137-186). Springer. Korthagen, F. (2010). How teacher education can make a difference. Journal of Education for Teaching, 36(4), 407-423. https://doi.org/10.1080/02607476.2010.513854 Law number 20.129, of 2006. Establishes a National Quality Assurance System for Higher Education. Promulgation: 23-OCT-2006. Publication: 17-NOV-2006. Chilean Ministry of Education. Law number 20.370, of 2009. Establishes the General Education Law. Promulgation: 17-AUG-2009. Publication: 12-SEP-2009. Chilean Ministry of Education. Marcondes, M., Finholdt, V., & Karl, R. (2017). Theory, practice and research in initial teacher education in Brazil: challenges and alternatives. European Journal of Teacher Education, 40(3), 326-341. https://doi.org/10.1080/02619768.2017.1320389 McIntyre, D. (2009). The difficulties of inclusive pedagogy for initial teacher education and some thoughts on the way forward. Teaching and Teacher Education, 25(4), 602-608. https://doi.org/10.1016/j.tate.2009.02.008 Ministry of Education of Chile. (2013). Evaluación Inicia: presentación de resultados 2012. https://goo.gl/7cbHcV Ministry of Education of Chile. (n. d.). Política Nacional Docente: Lo que debes saber. http://www.politicanacionaldocente.cl/lo-sabe/ Molina, V., & Cañas, E. (2019). El diario pedagógico como soporte de la acción transformativa de las prácticas en Educación Física. Revista de Estudios y Experiencias en Educación, 18(38), 183-194. https://dx.doi.org/10.21703/rexe.20191838molina11 Moses, T., & Kim, S. (2012). Evaluating ranking strategies in assessing change when the measures differ across time. Educational and Psychological Measurement, 72(1), 78-98. https://doi.org/10.1177%2F0013164411405651 Patarapichayatham, C., Kamata, A., & Kanjanawasee, S. (2011). Evaluation of model selection strategies for cross-level two-way differential item functioning analysis. Educational and Psychological Measurement, 72(1), 44-51. https://doi.org/10.1177%2F0013164411409743 Pedraja-Rejas, L., Araneda-Guirriman, C., Rodríguez-Ponce, E., & Rodríguez-Ponce, J. (2012). Calidad en la formación inicial docente: evidencia empírica en las universidades chilenas. Formación Universitaria, 5(4), 15-26. https://dx.doi.org/10.4067/S0718-50062012000400003 Pereira-Bravo, C., Rojas-Fritis, M., Ubilla-Vargas, A., Cuadra-Martínez, D., Castro-Carrasco, P., Oyanadel, C., González-Palta, I., & Sandoval-Díaz, J. (2022). Professional identity in early practices: qualitative study with pedagogy students. Liberabit. Revista Peruana de Psicología, 28(2), e583. https://doi.org/https://doi.org/10.24265/liberabit.2022.v28n2.583 Ponce, N., & Camus, P. (2019). La práctica como eje formativo-reflexivo de la formación inicial docente. Revista de Estudios y Experiencias en Educación, 18(37), 113-128. http://dx.doi.org/10.21703/rexe.20191837ponce1 Ripoll-Rivaldo, M. (2021). Prácticas pedagógicas en la formación docente: desde el eje didáctico. Telos, 23(2), 286-304. https://doi.org/10.36390/telos232.06 Schindler, L., Puls-Elvidge, S., Welzant, H., & Crawford, L. (2015). Definitions of quality in higher education: A synthesis of the literature. Higher Learning Research Communications, 5(3), 3-13. http://dx.doi.org/10.18870/hlrc.v5i3.244 Skolnik, M. (2010). Quality assurance in higher education as a political process. Higher Education Management and Policy, 22(1), 1-20. https://doi.org/10.1787/hemp-22-5kmlh5gs3zr0 Solís, M., Núñez, C., Vásquez, N., Contreras, I., & Ritterhaussen, S. (2016). Problemas en la inserción profesional de profesores: necesidad de mentoría. Estudios Pedagógicos, 42(4), 201-221. https://dx.doi.org/10.4067/S0718-07052016000500012 Tejedor, F. (2018). Investigación educativa: la utilidad como criterio social de calidad. Revista de Investigación Educativa, 36(2), 315-330. http://dx.doi.org/10.6018/rie.36.2.326311 Thomas, D., & Zumbo, B. (2012). Difference scores from the point of view of reliability and repeated-measures ANOVA in defense of difference scores for data analysis. Educational and Psychological Measurement, 72(1), 37-43. https://doi.org/10.1177%2F0013164411409929 UPLA. (2017). Itinerario base de innovación curricular. Informe. Vicerrectoría Académica, Dirección General de Pregrado y Dirección De Estudios e Innovación. https://www.upla.cl/innovacioncurricular/wp-content/uploads/2012/06/Itinerario-base-inovacion-curricular2017.pdf Wilson, M., & Sloane, K. (2000). From principles to practice: An embedded assessment system. Applied Measurement in Education, 13(2), 181-208. https://doi.org/10.1207/S15324818AME1302_4 Zuzovsky, R., & Donitsa-Schmidt, S. (2017). Comparing the effectiveness of two models of initial teacher education programmes in Israel: concurrent vs. consecutive. European Journal of Teacher Education, 40(3), 413-431. https://doi.org/10.1080/02619768.2017.1318377
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dc.relation.citationedition.spa.fl_str_mv	Núm. 35 , Año 2022 : Investigación y pedagogía
dc.rights.none.fl_str_mv	José González-Campos, Juan Aspeé-Chacón, Yudi Herrera-Núñez, Fabián Araya Palacios - 2023
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spelling	González Campos, JoséAspeé Chacón, JuanHerrera Nuñez, YudiAraya, Fabián2022-04-29 11:53:532026-04-16T17:40:29Z2022-04-29 11:53:532022-04-292216-0159https://repositorio.uptc.edu.co/handle/001/2124310.19053/22160159.v13.n35.2022.140962462-8603https://doi.org/10.19053/22160159.v13.n35.2022.14096text/xmlapplication/pdftext/htmlapplication/epub+zipUniversidad Pedagógica y Tecnológica de ColombiaJosé González-Campos, Juan Aspeé-Chacón, Yudi Herrera-Núñez, Fabián Araya Palacios - 2023http://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessEsta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.http://purl.org/coar/access_right/c_abf2https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/14096Quality of educationBeginning teachersProfessional practiceInitial teacher trainingCalidad de la educaciónMaestros principiantesLogro académicoPráctica profesionalFormación inicial docenteQualidade da educacaoProfessores iniciantesRealização acadêmicaPrática profissionalTreinamento inicial de professoresTeacher Training: The Link Between Academic Performance and Success in Professional PracticeArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleJournal articleinfo:eu-repo/semantics/publishedVersionTexthttp://purl.org/coar/version/c_970fb48d4fbd8a85Almeyda, L. (2016). Arrojados en la acción: aprender a enseñar en la experiencia de práctica profesional. Estudios Pedagógicos, 42(4), 11-30. https://dx.doi.org/10.4067/S0718-07052016000500002Almonacid-Fierro, A., Vargas, R., Mondaca-Urrutia, J., & Sepúlveda, S. (2021). Prácticas profesionales en tiempos de pandemia COVID-19: Desafíos para la formación inicial en profesorado de Educación Física. Retos, 42, 162-171. http://doi.org/10.47197/retos.v42i0.87353Ávalos, B. (2014). Initial teachers' education in Chile: tensions between policies of support and control. Estudios Pedagógicos, 40(special), 11-28. https://dx.doi.org/10.4067/S0718-07052014000200002Barnard, G., & Bayes, T. (1958). Studies in the history of probability and statistics: IX. Thomas Bayes's essay towards solving a problem in the doctrine of chances. Biometrika, 45(3-4), 293-315. https://dx.doi.org/10.2307/2333180Bastías-Bastías, L., & Iturra-Herrera, C. (2022). La formación inicial docente en Chile: una revisión bibliográfica sobre su implementación y logros. Revista Electrónica Educare, 26(1), 229-250. https://dx.doi.org/10.15359/ree.26-1.13Blanco, G. (2013). Studying quality beyond technical rationality: political and symbolic perspectives. Quality in Higher Education, 19(2), 126-141. https://doi.org/10.1080/13538322.2013.774804Brennan, R. (2010). Generalizability theory and classical test theory. Applied Measurement in Education, 24(1), 1-21. https://doi.org/10.1080/08957347.2011.532417Buendía, A. (2007). El concepto de calidad: una construcción en la educación superior. Reencuentro, 50(29), 28-34. https://www.redalyc.org/pdf/340/34005005.pdfComisión Nacional de Acreditación de Chile. (2015). Preguntas frecuentes: ¿Qué es la acreditación? https://goo.gl/qEoi7ECPEIP & Ministry of Education of Chile. (2012). Estándares orientadores para egresados de pedagogía en educación media. Mineduc.Craig, C. (2016). Structure of Teacher education. In J. Loughran & M. Hamilton (Eds.), International Handbook of Teacher Education (pp. 69-136). Springer.Crisp, G. (2012). Integrative assessment: reframing assessment practice for current and future learning. Assessment & Evaluation in Higher Education, 37(1), 33-43. https://doi.org/10.1080/02602938.2010.494234Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291-309. https://doi.org/10.1080/02619768.2017.1315399Flores, M., & Al-Barwani, T. (Eds.). (2016). Redefining Teacher Education for the post-2015 Era: Global Challenges and Best Practice. Nova Publisher.Flores, M. (2008). La investigación sobre los primeros años de enseñanza: lecturas e implicaciones. In C. Marcelo (Coord.), El profesorado principiante. Inserción a la docencia (pp. 1000-1040). Octaedro.Flores, M. (2017). Practice, theory and research in initial teacher education: international perspectives. European Journal of Teacher Education, 40(3), 287-290. https://doi.org/10.1080/02619768.2017.1331518Garbanzo, G. (2007). Factores asociados al rendimiento académico en estudiantes universitarios, una reflexión desde la calidad de la educación superior pública. Revista Educación, 31(1), 43-63. http://dx.doi.org/10.15517/revedu.v31i1.1252González, L., & Espinoza, O. (2008). Calidad en la educación superior, concepto y modelos. Calidad en la Educación, 28, 248-276. https://doi.org/10.31619/caledu.n28.210Hirmas, C. (2014). Tensiones y desafíos para pensar el cambio en la formación práctica de futuros profesores. Estudios Pedagógicos, 40(special), 127-143. https://dx.doi.org/10.4067/S0718-07052014000200008Jacob, R., Goddard, R., & Kim, E. (2014). Assessing the use of aggregate data in the evaluation of school-based interventions, implications for evaluation research and state policy regarding public-use data. Educational Evaluation and Policy Analysis, 36(1), 44-66. https://doi.org/10.3102%2F0162373713485814Kitchen, J., & Petrarca, D. (2016). Approaches to Teacher Education. In J. Loughran & M. Hamilton (Eds.). International Handbook of Teacher Education (pp. 137-186). Springer.Korthagen, F. (2010). How teacher education can make a difference. Journal of Education for Teaching, 36(4), 407-423. https://doi.org/10.1080/02607476.2010.513854Law number 20.129, of 2006. Establishes a National Quality Assurance System for Higher Education. Promulgation: 23-OCT-2006. Publication: 17-NOV-2006. Chilean Ministry of Education.Law number 20.370, of 2009. Establishes the General Education Law. Promulgation: 17-AUG-2009. Publication: 12-SEP-2009. Chilean Ministry of Education.Marcondes, M., Finholdt, V., & Karl, R. (2017). Theory, practice and research in initial teacher education in Brazil: challenges and alternatives. European Journal of Teacher Education, 40(3), 326-341. https://doi.org/10.1080/02619768.2017.1320389McIntyre, D. (2009). The difficulties of inclusive pedagogy for initial teacher education and some thoughts on the way forward. Teaching and Teacher Education, 25(4), 602-608. https://doi.org/10.1016/j.tate.2009.02.008Ministry of Education of Chile. (2013). Evaluación Inicia: presentación de resultados 2012. https://goo.gl/7cbHcVMinistry of Education of Chile. (n. d.). Política Nacional Docente: Lo que debes saber. http://www.politicanacionaldocente.cl/lo-sabe/Molina, V., & Cañas, E. (2019). El diario pedagógico como soporte de la acción transformativa de las prácticas en Educación Física. Revista de Estudios y Experiencias en Educación, 18(38), 183-194. https://dx.doi.org/10.21703/rexe.20191838molina11Moses, T., & Kim, S. (2012). Evaluating ranking strategies in assessing change when the measures differ across time. Educational and Psychological Measurement, 72(1), 78-98. https://doi.org/10.1177%2F0013164411405651Patarapichayatham, C., Kamata, A., & Kanjanawasee, S. (2011). Evaluation of model selection strategies for cross-level two-way differential item functioning analysis. Educational and Psychological Measurement, 72(1), 44-51. https://doi.org/10.1177%2F0013164411409743Pedraja-Rejas, L., Araneda-Guirriman, C., Rodríguez-Ponce, E., & Rodríguez-Ponce, J. (2012). Calidad en la formación inicial docente: evidencia empírica en las universidades chilenas. Formación Universitaria, 5(4), 15-26. https://dx.doi.org/10.4067/S0718-50062012000400003Pereira-Bravo, C., Rojas-Fritis, M., Ubilla-Vargas, A., Cuadra-Martínez, D., Castro-Carrasco, P., Oyanadel, C., González-Palta, I., & Sandoval-Díaz, J. (2022). Professional identity in early practices: qualitative study with pedagogy students. Liberabit. Revista Peruana de Psicología, 28(2), e583. https://doi.org/https://doi.org/10.24265/liberabit.2022.v28n2.583Ponce, N., & Camus, P. (2019). La práctica como eje formativo-reflexivo de la formación inicial docente. Revista de Estudios y Experiencias en Educación, 18(37), 113-128. http://dx.doi.org/10.21703/rexe.20191837ponce1Ripoll-Rivaldo, M. (2021). Prácticas pedagógicas en la formación docente: desde el eje didáctico. Telos, 23(2), 286-304. https://doi.org/10.36390/telos232.06Schindler, L., Puls-Elvidge, S., Welzant, H., & Crawford, L. (2015). Definitions of quality in higher education: A synthesis of the literature. Higher Learning Research Communications, 5(3), 3-13. http://dx.doi.org/10.18870/hlrc.v5i3.244Skolnik, M. (2010). Quality assurance in higher education as a political process. Higher Education Management and Policy, 22(1), 1-20. https://doi.org/10.1787/hemp-22-5kmlh5gs3zr0Solís, M., Núñez, C., Vásquez, N., Contreras, I., & Ritterhaussen, S. (2016). 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European Journal of Teacher Education, 40(3), 413-431. https://doi.org/10.1080/02619768.2017.1318377e1409635e1409613Praxis & Saberhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/download/14096/13158https://revistas.uptc.edu.co/index.php/praxis_saber/article/download/14096/12510https://revistas.uptc.edu.co/index.php/praxis_saber/article/download/14096/12511https://revistas.uptc.edu.co/index.php/praxis_saber/article/download/14096/12512Núm. 35 , Año 2022 : Investigación y pedagogíaPublicationOREORE.xmltext/xml2798https://repositorio.uptc.edu.co/bitstreams/c79fe0f3-d4a8-4641-a571-a206c9e93d61/download3c3f3e8466551000d24b6b3a06ab70f1MD51falseAnonymousREAD001/21243oai:repositorio.uptc.edu.co:001/212432026-10-29 13:36:14.771http://creativecommons.org/licenses/by-nc/4.0metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCbdigital@metabiblioteca.com

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