Teaching styles of faculty of education teachers at uptc in pedagogical and research projects i & ii
This article presents the findings of the research ‘Teaching Styles of Teachers at UPTC’, whose objective was to describe and characterize the teaching styles of teachers from the Faculty of Education at the Universidad Pedagógica y Tecnológica de Colombia, when developing the Research Educational P...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6715
- Fecha de publicación:
- 2015
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13406
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3770
https://repositorio.uptc.edu.co/handle/001/13406
- Palabra clave:
- styles
pedagogy
reflection
teacher
learning.
estilos
pedagogía
reflexión
docente
aprendizaje
styles
pédagogie
réflexion
enseignant
apprentissage
estilos
pedagogia
reflexão
professor
aprendizagem.
- Rights
- License
- http://purl.org/coar/access_right/c_abf216
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| dc.title.en-US.fl_str_mv |
Teaching styles of faculty of education teachers at uptc in pedagogical and research projects i & ii |
| dc.title.es-ES.fl_str_mv |
Estilos pedagógicos de docentes de la Facultad de Educación de la Uptc en los proyectos pedagógicos e investigativos I y II |
| dc.title.fr-FR.fl_str_mv |
Styles pédagogiques des enseignants de la faculté d’éducation de l’uptc dans les projets pédagogiques et de recherches i et ii |
| dc.title.pt-BR.fl_str_mv |
Estilos pedagógicos de professores da faculdade de educação da uptc nos projetos pedagógicos e investigativos |
| title |
Teaching styles of faculty of education teachers at uptc in pedagogical and research projects i & ii |
| spellingShingle |
Teaching styles of faculty of education teachers at uptc in pedagogical and research projects i & ii styles pedagogy reflection teacher learning. estilos pedagogía reflexión docente aprendizaje styles pédagogie réflexion enseignant apprentissage estilos pedagogia reflexão professor aprendizagem. |
| title_short |
Teaching styles of faculty of education teachers at uptc in pedagogical and research projects i & ii |
| title_full |
Teaching styles of faculty of education teachers at uptc in pedagogical and research projects i & ii |
| title_fullStr |
Teaching styles of faculty of education teachers at uptc in pedagogical and research projects i & ii |
| title_full_unstemmed |
Teaching styles of faculty of education teachers at uptc in pedagogical and research projects i & ii |
| title_sort |
Teaching styles of faculty of education teachers at uptc in pedagogical and research projects i & ii |
| dc.subject.en-US.fl_str_mv |
styles pedagogy reflection teacher learning. |
| topic |
styles pedagogy reflection teacher learning. estilos pedagogía reflexión docente aprendizaje styles pédagogie réflexion enseignant apprentissage estilos pedagogia reflexão professor aprendizagem. |
| dc.subject.es-ES.fl_str_mv |
estilos pedagogía reflexión docente aprendizaje |
| dc.subject.fr-FR.fl_str_mv |
styles pédagogie réflexion enseignant apprentissage |
| dc.subject.pt-BR.fl_str_mv |
estilos pedagogia reflexão professor aprendizagem. |
| description |
This article presents the findings of the research ‘Teaching Styles of Teachers at UPTC’, whose objective was to describe and characterize the teaching styles of teachers from the Faculty of Education at the Universidad Pedagógica y Tecnológica de Colombia, when developing the Research Educational Projects I &, II -subjects of the interdisciplinary area. The research was descriptive qualitative however quantitative data were also used in the application of tools for the characterization. This formative experience was based on sample teachers’ reflection and self-reflection about their knowledge and teaching practices, eleven teachers voluntarily joined the project whose target population consisted of twenty two. Methodologically speaking, some strategies and techniques such as direct classroom observation, video-lessons recordings consented by teachers, category questionnaires oriented to the teachers participating in the research and to the students of the twelve groups taking these subjects were used. Keeping in mind Callejas’ (2005) four dimensions -knowledge, know-how, know to communicate, and know how to be-, three teaching styles dominated: the critical, the technical, and the practical, the first prevailed and the others were found in a lesser degree. |
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2015 |
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2024-07-05T19:04:11Z |
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2024-07-05T19:04:11Z |
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2015-07-02 |
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info:eu-repo/semantics/article |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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http://purl.org/coar/resource_type/c_6715 |
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info:eu-repo/semantics/publishedVersion |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3770 10.19053/22160159.3770 |
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https://repositorio.uptc.edu.co/handle/001/13406 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3770 https://repositorio.uptc.edu.co/handle/001/13406 |
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10.19053/22160159.3770 |
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spa |
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spa |
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spa |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3770/3552 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3770/html |
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application/pdf text/html |
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Universidad Pedagógica y Tecnológica de Colombia |
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Praxis & Saber; Vol. 6 No. 12 (2015): Pedagogía e Interculturalidad; 209 - 240 |
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Praxis & Saber; Vol. 6 Núm. 12 (2015): Pedagogía e Interculturalidad; 209 - 240 |
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Praxis & Saber; Vol. 6 No 12 (2015): Pedagogía e Interculturalidad; 209 - 240 |
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Praxis & Saber; V. 6 N. 12 (2015): Pedagogía e Interculturalidad; 209 - 240 |
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Praxis & Saber; v. 6 n. 12 (2015): Pedagogía e Interculturalidad; 209 - 240 |
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2462-8603 2216-0159 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Repositorio Institucional UPTC |
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repositorio.uptc@uptc.edu.co |
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2015-07-022024-07-05T19:04:11Z2024-07-05T19:04:11Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/377010.19053/22160159.3770https://repositorio.uptc.edu.co/handle/001/13406This article presents the findings of the research ‘Teaching Styles of Teachers at UPTC’, whose objective was to describe and characterize the teaching styles of teachers from the Faculty of Education at the Universidad Pedagógica y Tecnológica de Colombia, when developing the Research Educational Projects I &, II -subjects of the interdisciplinary area. The research was descriptive qualitative however quantitative data were also used in the application of tools for the characterization. This formative experience was based on sample teachers’ reflection and self-reflection about their knowledge and teaching practices, eleven teachers voluntarily joined the project whose target population consisted of twenty two. Methodologically speaking, some strategies and techniques such as direct classroom observation, video-lessons recordings consented by teachers, category questionnaires oriented to the teachers participating in the research and to the students of the twelve groups taking these subjects were used. Keeping in mind Callejas’ (2005) four dimensions -knowledge, know-how, know to communicate, and know how to be-, three teaching styles dominated: the critical, the technical, and the practical, the first prevailed and the others were found in a lesser degree.El artículo presenta los resultados de la investigación ‘Estilos Pedagógicos en Docentes Universitarios de la Uptc’, cuyo objetivo fue describir y caracterizar los estilos pedagógicos de docentes de la Facultad de Ciencias de la Educación de la Universidad Pedagógica y Tecnológica de Colombia, en el desarrollo de los Proyectos Pedagógicos Investigativos I y II, asignaturas del área interdisciplinar. La investigación fue de orden cualitativo descriptivo, en la aplicación de instrumentos para la caracterización se trabajaron también datos cuantitativos. Esta experiencia formativa estuvo basada en la reflexión y auto reflexión de los docentes participantes en la muestra, desde sus saberes y prácticas pedagógicas, se vincularon al proyecto de manera voluntaria once docentes de una población objeto conformada por veintidós docentes. La metodología incluyó como estrategias y técnicas la observación directa en el aula, grabaciones de video-clases consentidas por los docentes, cuestionario de categorías orientado a docentes, y cuestionario de categorías dirigido a los estudiantes de los doce grupos que cursaban los proyectos. Con buen sentido de aproximación a las cuatro dimensiones orientadas por Callejas (2005) —el saber, el saber hacer, el saber comunicar y el saber ser— se destacaron tres estilos pedagógicos: el crítico, el técnico y el práctico, predominó el primero y los dos últimos se evidenciaron en menor grado. Cet article présente les résultats de l’enquête ‘Styles pédagogiques des enseignants universitaires de l’Université Pédagogique et Technologique de Colombie’, dont le but était de décrire et caractériser les styles pédagogiques des enseignants de la Faculté des Sciences de l’Éducation de l’Université Pédagogique et Technologique de Colombie, dans le déroulement des Projets Pédagogiques de Recherches I et II, matières du domaine interdisciplinaire. L’enquête était d’ordre qualitatif descriptif, lors de l’application de matériel pour la caractérisation il a également été tenu compte des données quantitatives. cette expérience formative s’est basée sur la réflexion et l’autoréflexion des enseignants participant dans l’échantillonnage, selon leurs connaissances et leurs pratiques pédagogiques, onze enseignants d’une population cible conformée par vingt-deux enseignants se sont intégrés au projet de manière volontaire. La méthodologie comprenait, comme stratégies et techniques, l’observation directe en salle de classe, des enregistrements de vidéos faites en classes par les enseignants, un questionnaire de catégories destiné aux enseignants, un questionnaire de catégories destiné aux étudiants des douze groupes qui conformaient ces projets. Au moyen d’un bon sens de l’approche des quatre dimensions orientées par Callejas (2005) —le savoir, le savoirfaire, le savoir communiquer et le savoir être— trois styles pédagogiques ont été mis en évidence, soit: le critique, le technique et le pratique, le premier a prédominé et les deux derniers ont été moins observés.O artigo apresenta os resultados da pesquisa “Estilos pedagógicos em professores universitários da Uptc”, que teve por objetivo descobrir e caracterizar os estilos pedagógicos de professores da Faculdade de Educação da Universidad Pedagógica y Tecnológica de Colombia, no desenvolvimento dos Projetos Pedagógicos Investigativos I y II, disciplinas da área interdisciplinar. A pesquisa foi de ordem qualitativa descritiva, na aplicação de instrumentos para a caracterização trabalharam também dados quantitativos. A experiência formativa esteve baseada na reflexão e auto reflexão dos professores participantes na amostra, desde seus saberes e práticas pedagógicas, se vincularam ao projeto de forma voluntaria onze professores de uma população objeto conformada por vinte e dois. A metodologia incluiu como estratégias e técnicas a observação direta na sala de aula, gravações de vídeo de aula consentidas pelos professores, questionário de categorias orientado a professores, e questionário de categorias aos alunos dos doze grupos desse nível dos projetos. Com bom sentido de aproximação às quatro dimensões orientadas por callejas (2005) –o saber, o saber fazer, o saber comunicar e o saber ser– se destacaram três estilos pedagógicos: o crítico, o técnico e o prático, predominou o primeiro e os dois últimos se evidenciaram em menor proporção.application/pdftext/htmlspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3770/3552https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3770/htmlPraxis & Saber; Vol. 6 No. 12 (2015): Pedagogía e Interculturalidad; 209 - 240Praxis & Saber; Vol. 6 Núm. 12 (2015): Pedagogía e Interculturalidad; 209 - 240Praxis & Saber; Vol. 6 No 12 (2015): Pedagogía e Interculturalidad; 209 - 240Praxis & Saber; V. 6 N. 12 (2015): Pedagogía e Interculturalidad; 209 - 240Praxis & Saber; v. 6 n. 12 (2015): Pedagogía e Interculturalidad; 209 - 2402462-86032216-0159stylespedagogyreflectionteacherlearning.estilospedagogíareflexióndocenteaprendizajestylespédagogieréflexionenseignantapprentissageestilospedagogiareflexãoprofessoraprendizagem.Teaching styles of faculty of education teachers at uptc in pedagogical and research projects i & iiEstilos pedagógicos de docentes de la Facultad de Educación de la Uptc en los proyectos pedagógicos e investigativos I y IIStyles pédagogiques des enseignants de la faculté d’éducation de l’uptc dans les projets pédagogiques et de recherches i et iiEstilos pedagógicos de professores da faculdade de educação da uptc nos projetos pedagógicos e investigativosinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6715http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a299http://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/access_right/c_abf216http://purl.org/coar/access_right/c_abf2Gómez Gómez, LeonorBustamante Parra, Andrea CatalinaCastiblanco Morales, Ingrid Lorena001/13406oai:repositorio.uptc.edu.co:001/134062025-07-18 11:44:03.09metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |