El curriculum y la práctica pedagógica : análisis de dos contextos en la formación docente en Chile.
En la última década se observa un aumento relativo de la producción académica sobre formación docente respecto del campo de la investigación educacional. La revisión de las investigaciones realizadas en los Estados Unidos acerca de formación docente muestra que este tema ha tenido un incremento expl...
- Autores:
-
Edwards R., Verónica
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 1995
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- spa
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/5859
- Acceso en línea:
- http://revistas.pedagogica.edu.co/index.php/RCE/article/view/5382
http://hdl.handle.net/20.500.12209/5859
- Palabra clave:
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc/4.0
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El curriculum y la práctica pedagógica : análisis de dos contextos en la formación docente en Chile. |
| title |
El curriculum y la práctica pedagógica : análisis de dos contextos en la formación docente en Chile. |
| spellingShingle |
El curriculum y la práctica pedagógica : análisis de dos contextos en la formación docente en Chile. |
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El curriculum y la práctica pedagógica : análisis de dos contextos en la formación docente en Chile. |
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El curriculum y la práctica pedagógica : análisis de dos contextos en la formación docente en Chile. |
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El curriculum y la práctica pedagógica : análisis de dos contextos en la formación docente en Chile. |
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El curriculum y la práctica pedagógica : análisis de dos contextos en la formación docente en Chile. |
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El curriculum y la práctica pedagógica : análisis de dos contextos en la formación docente en Chile. |
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Edwards R., Verónica |
| dc.contributor.author.spa.fl_str_mv |
Edwards R., Verónica |
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En la última década se observa un aumento relativo de la producción académica sobre formación docente respecto del campo de la investigación educacional. La revisión de las investigaciones realizadas en los Estados Unidos acerca de formación docente muestra que este tema ha tenido un incremento explosivo como área de interés académico en los últimos años en las universidades de ese país. En el periodo 1985-1988, se reportaron 44 tesis de doctorado en el tema, en las principales universidades. En el período 1988-1991 fueron 48 y en 1992 aumentan a 3001 . Estas investigaciones indagan acerca de qué deben saber los maestros y qué deben saber hacer. En términos generales, la mayoría de las investigaciones hacen énfasis en la naturaleza social dc los aprendizajes y en la importancia del lenguaje. Se entiende que los aprendizajes se realizan de preferencia entre pares y, en general, en interacción con otros. Dada la naturaleza social de los aprendizajes, las investigaciones ponen énfasis en las competencias de colaboración en los programas de formación de maestros y en metodologías cooperativas en el trabajo docente. En esta tendencia, el lenguaje se considera como un medio para hacer consciente lo inconsciente, como una fuente de poder y como generador de significados a través de las conversaciones sociales. |
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1995 |
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1995-04-24 |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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Artículo de revista |
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http://purl.org/coar/resource_type/c_6501 |
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info:eu-repo/semantics/article |
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http://revistas.pedagogica.edu.co/index.php/RCE/article/view/5382 10.17227/01203916.5382 |
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2323-0134 0120-3916 |
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http://hdl.handle.net/20.500.12209/5859 |
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http://revistas.pedagogica.edu.co/index.php/RCE/article/view/5382 http://hdl.handle.net/20.500.12209/5859 |
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10.17227/01203916.5382 2323-0134 0120-3916 |
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spa |
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http://revistas.pedagogica.edu.co/index.php/RCE/article/view/5382/4409 |
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ABDULMALIK, Hassan A. (1991), The Relationships Between Teacher Training, Beliefs. and Classroom Practices in the Republic of Yemen. State University of New York at Albany. Unpublished Dissertation ANDERSON, R.C. (1984), “Some Reflections on the Acquisition of Knowledge”. Educational Research, 13 (10), 5-10. ARMSTRONG, Sara G. (1991). Metaphors of Learning and Teaching. University of California at Berkeley. Unpublished Dissertation. BASSET, W. Philip (1991), Classroom Implementation of Cooperative Learning: Qualitative Case Studies of Three Early Elementary Teacher. Andrew University, Unpublished Dissertation. BIANCUR, Lorraine A. (1991), Teacher Preparation Reform: A Comparison of Traditional and Alternative Teacher Certification Program as Perceived by Program Graduates. University of Connecticut. Unpublished Dissertation. CRISTI, P.E.; March, J.K. Peters, K.H. (1991), Current Paradigm in Teacher Training. Acte Annual Convention, February 1991. FILES, Janet S. (1993), Finding our Voices: Supporting Teacher Learning Through Collaborative Inquiry. University of South Carolina. Unpublished Dissertation. FLEMING, D.S. (1988), The Literature on Teacher Utilitsation of Research Implications for the School Reform Movement. The Regional Laboratory for Educational Improvement of the Northeast and Islands, Andover, Ma. FOYLE, H.C. ¿and PERNE, S. (1990). The Use of Homework and Cooperative Learning in an Elementary Classroom. Paper presented at the Annual Meeting of the Mid-Western Education Research Association (MWERA), Chicago, 1990. FULLAN, M.G. (1990), “Staff Development, Innovation and Institutional Development”, en Bruce Joyce. (Ed), Changing School Literature Through Staff Development. Yearbook of the Association for Supervision and Curriculum Development. GRAYSON, D.A. and MARTIN. M.D. (1990), Gender Expectations and Student Achievement. (Rev. ed.), Earlham, IOWA: Graymill Foundation. GREENFIELD, Robin G. (1991). A collective Kind of Work: Using Teacher Work Groups to Support the Professional Development of Special Education Teachers”. University of Oregon. Unpublished Dissertation. HANNAFORD, Marion E. (1991). The Relationship of Teacher Pedagogical Beliefs and Knowledge of Computer applications to the Use of Microcomputers in the Science Classroom. Washington State University. Unpublished Dissertation HEBERLY, Joanne (1991). A Comparison of the Use of the Peer-Coaching Format with the Workshop Format in Changing Teaching Skills. University of Idaho. Unpublished Dissertation. KEMP, L. and HALL, A. (1992). Impact of Effective Teaching Research of Student Achievement and Teacher Performance: Equity and Access Implications for Quality Education. Jackson State University. KOETSIER, Cornelis P. (1991), Bridging the Gap Between Teacher Education and Teacher Practice. Rijksuniversiteit te Utrecht (The Netherlands). Unpublished Dissertation. LORBSBACH, Anthony W. (1991). An Examination of Prospective Science Teachers Beliefs About Teaching, Learning, and the Nature of Science. Florida State University. Unpublished Dissertation. MESTER, Frances P. (1991), Collaborative Relationships as a Stimulus for Teacher Growth: An Exploratory Study of Teachers as They Seek to Improve Student Learning. Michigan State University. Unpublished Dissertation. NOEL, Jana R. (1991). A Critical Assessment of Three Recent Research Programs on Teaching in Light of Aristotle’s Account of Practical Reasoning. Uniyersity of California at Los Angeles. Unpublished Dissertation. ROMANELLI, Robert E. (1991), Positive Transference in the Classroom. Psychological Contexts of Teacher Student Relating. Temple University Unpublished Dissertation. SCHOLTZ, Dorothy (1991), Beliefs About Teacher Role and the Implications for Studies in the Social and Philosophical Foundations of Education. University of Minnesota, Unpublished Dissertation. SHEEHY, Mary V.(199 1), Collaborative Professional Development of Regular and Special Education Teachers: A Two-Year Case Study. Fordham University. Unpublished Dissertation. |
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Editorial Universidad Pedagógica Nacional |
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Revista Colombiana de Educación; Núm. 31 (1995): 1995 2323-0134 0120-3916 |
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Universidad Pedagógica Nacional |
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Repositorio Institucional Universidad Pedagógica Nacional |
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Edwards R., Verónica1995-04-24http://revistas.pedagogica.edu.co/index.php/RCE/article/view/538210.17227/01203916.53822323-01340120-3916http://hdl.handle.net/20.500.12209/5859En la última década se observa un aumento relativo de la producción académica sobre formación docente respecto del campo de la investigación educacional. La revisión de las investigaciones realizadas en los Estados Unidos acerca de formación docente muestra que este tema ha tenido un incremento explosivo como área de interés académico en los últimos años en las universidades de ese país. En el periodo 1985-1988, se reportaron 44 tesis de doctorado en el tema, en las principales universidades. En el período 1988-1991 fueron 48 y en 1992 aumentan a 3001 . Estas investigaciones indagan acerca de qué deben saber los maestros y qué deben saber hacer. En términos generales, la mayoría de las investigaciones hacen énfasis en la naturaleza social dc los aprendizajes y en la importancia del lenguaje. Se entiende que los aprendizajes se realizan de preferencia entre pares y, en general, en interacción con otros. Dada la naturaleza social de los aprendizajes, las investigaciones ponen énfasis en las competencias de colaboración en los programas de formación de maestros y en metodologías cooperativas en el trabajo docente. En esta tendencia, el lenguaje se considera como un medio para hacer consciente lo inconsciente, como una fuente de poder y como generador de significados a través de las conversaciones sociales.Item created via OAI harvest from source: http://revistas.pedagogica.edu.co/index.php/RCE/oai on 2018-08-29T13:49:04Z (GMT). Item's OAI Record identifier: oai:pedagogica.edu.co-REVISTAS-UPN-CO:article/5382application/pdfspaEditorial Universidad Pedagógica Nacionalhttp://revistas.pedagogica.edu.co/index.php/RCE/article/view/5382/4409ABDULMALIK, Hassan A. (1991), The Relationships Between Teacher Training, Beliefs. and Classroom Practices in the Republic of Yemen. State University of New York at Albany. Unpublished DissertationANDERSON, R.C. (1984), “Some Reflections on the Acquisition of Knowledge”. Educational Research, 13 (10), 5-10.ARMSTRONG, Sara G. (1991). Metaphors of Learning and Teaching. University of California at Berkeley. Unpublished Dissertation.BASSET, W. Philip (1991), Classroom Implementation of Cooperative Learning: Qualitative Case Studies of Three Early Elementary Teacher. Andrew University, Unpublished Dissertation.BIANCUR, Lorraine A. (1991), Teacher Preparation Reform: A Comparison of Traditional and Alternative Teacher Certification Program as Perceived by Program Graduates. University of Connecticut. Unpublished Dissertation.CRISTI, P.E.; March, J.K. Peters, K.H. (1991), Current Paradigm in Teacher Training. Acte Annual Convention, February 1991.FILES, Janet S. (1993), Finding our Voices: Supporting Teacher Learning Through Collaborative Inquiry. University of South Carolina. Unpublished Dissertation.FLEMING, D.S. (1988), The Literature on Teacher Utilitsation of Research Implications for the School Reform Movement. The Regional Laboratory for Educational Improvement of the Northeast and Islands, Andover, Ma.FOYLE, H.C. ¿and PERNE, S. (1990). The Use of Homework and Cooperative Learning in an Elementary Classroom. Paper presented at the Annual Meeting of the Mid-Western Education Research Association (MWERA), Chicago, 1990.FULLAN, M.G. (1990), “Staff Development, Innovation and Institutional Development”, en Bruce Joyce. (Ed), Changing School Literature Through Staff Development. Yearbook of the Association for Supervision and Curriculum Development.GRAYSON, D.A. and MARTIN. M.D. (1990), Gender Expectations and Student Achievement. (Rev. ed.), Earlham, IOWA: Graymill Foundation.GREENFIELD, Robin G. (1991). A collective Kind of Work: Using Teacher Work Groups to Support the Professional Development of Special Education Teachers”. University of Oregon. Unpublished Dissertation.HANNAFORD, Marion E. (1991). The Relationship of Teacher Pedagogical Beliefs and Knowledge of Computer applications to the Use of Microcomputers in the Science Classroom. Washington State University. Unpublished DissertationHEBERLY, Joanne (1991). A Comparison of the Use of the Peer-Coaching Format with the Workshop Format in Changing Teaching Skills. University of Idaho. Unpublished Dissertation.KEMP, L. and HALL, A. (1992). Impact of Effective Teaching Research of Student Achievement and Teacher Performance: Equity and Access Implications for Quality Education. Jackson State University.KOETSIER, Cornelis P. (1991), Bridging the Gap Between Teacher Education and Teacher Practice. Rijksuniversiteit te Utrecht (The Netherlands). Unpublished Dissertation.LORBSBACH, Anthony W. (1991). An Examination of Prospective Science Teachers Beliefs About Teaching, Learning, and the Nature of Science. Florida State University. Unpublished Dissertation.MESTER, Frances P. (1991), Collaborative Relationships as a Stimulus for Teacher Growth: An Exploratory Study of Teachers as They Seek to Improve Student Learning. Michigan State University. Unpublished Dissertation.NOEL, Jana R. (1991). A Critical Assessment of Three Recent Research Programs on Teaching in Light of Aristotle’s Account of Practical Reasoning. Uniyersity of California at Los Angeles. Unpublished Dissertation.ROMANELLI, Robert E. (1991), Positive Transference in the Classroom. Psychological Contexts of Teacher Student Relating. Temple University Unpublished Dissertation.SCHOLTZ, Dorothy (1991), Beliefs About Teacher Role and the Implications for Studies in the Social and Philosophical Foundations of Education. University of Minnesota, Unpublished Dissertation.SHEEHY, Mary V.(199 1), Collaborative Professional Development of Regular and Special Education Teachers: A Two-Year Case Study. Fordham University. Unpublished Dissertation.https://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial 4.0 InternationalRevista Colombiana de Educación; Núm. 31 (1995): 19952323-01340120-3916El curriculum y la práctica pedagógica : análisis de dos contextos en la formación docente en Chile.Artículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a8520.500.12209/5859oai:repository.pedagogica.edu.co:20.500.12209/58592024-01-19 14:49:11.36Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.co |