Pedagogical styles and university educative practice improvement
The article summarizes the results of a research about university teaching practices, whose purpose is the comprehension of the contributions that the pedagogical style(s) recognition of a university teacher does to the transformation of her own teaching practice. The focus of this research is about...
- Autores:
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2019
- Institución:
- Universidad Católica de Pereira
- Repositorio:
- Repositorio Institucional - RIBUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.ucp.edu.co:10785/11730
- Acceso en línea:
- https://revistas.ucp.edu.co/index.php/textosysentidos/article/view/266
http://hdl.handle.net/10785/11730
- Palabra clave:
- Rights
- openAccess
- License
- Derechos de autor 2019 Textos y Sentidos
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2022-06-01T19:58:24Z2022-06-01T19:58:24Z2019-06-06https://revistas.ucp.edu.co/index.php/textosysentidos/article/view/266http://hdl.handle.net/10785/11730The article summarizes the results of a research about university teaching practices, whose purpose is the comprehension of the contributions that the pedagogical style(s) recognition of a university teacher does to the transformation of her own teaching practice. The focus of this research is about the critical education theory, in participative research action, oriented during a reflection-action-reflection cycle about classroom practices themselves that begins with the exploration and understanding of the predominant pedagogical style in order to make it a problem, plan and develop a reflexive didactic proposal that contributes to its transformation. The contrasting of the two previous moments allowed the research teacher`s meta reflection until make her aware of the practice components that require transformation. The results show hybridization of the pedagogical style, in the teaching and learning processes constructivism predominates and at the end of the didactic units, the evaluation is conceptual and based on memory. Matter that is inseparable from educational constructivism approaches and leaves open questions and lines according to the coherence that must exist in the academic processes of teacher trainingEl artículo sintetiza los resultados de una investigción sobre prácticas docentes universitarias, cuyo propósito es la comprensión de los aportes que el reconocimiento del estilo(s) pedagógico(s) en una profesora universitaria hace a la transformación de su propia práctica educativa. El enfoque de la investigación se enmarca en la teoría crítica de la educación, en la investigación acción participativa, orientada por un ciclo de reflexiónacción– reflexión sobre las propias prácticas de aula, que inicia con la exploración y comprensión del estilo pedagógico predominante para problematizarlo, planear y desarrollar una propuesta didáctica reflexiva que aporte a su transformación. La contrastación de los dos momentos anteriores permitió la meta reflexión de la docente investigadora hasta lograr la concienciación de los componentes de la práctica que requieren transformación.Los resultados evidencian hibridación del estilo pedagógico, en la enseñanza y el aprendizaje predomina el constructivismo y, al finalizar las unidades didácticas, la evaluación es conceptual y memorista. Asunto que es inseparable en los enfoques educativos constructivistas y que deja interrogantes y líneas abiertas respecto a la coherencia que debe existir en los procesos académicos de formación docente. application/pdfspaUniversidad Católica de Pereirahttps://revistas.ucp.edu.co/index.php/textosysentidos/article/view/266/255Derechos de autor 2019 Textos y Sentidoshttps://creativecommons.org/licenses/by-nc/4.0/deed.es_EShttps://creativecommons.org/licenses/by-nc/4.0/deed.es_ESinfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Textos y Sentidos; Núm. 12 (2015); 9 - 232215-88202215-8812Pedagogical styles and university educative practice improvementLos estilos pedagógicos y el mejoramiento de una práctica educativa universitariaArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionCecilia Gutiérrez G., MarthaBuitrago J., Orfa E.Publication10785/11730oai:repositorio.ucp.edu.co:10785/117302025-01-27 19:00:33.075https://creativecommons.org/licenses/by-nc/4.0/deed.es_ESDerechos de autor 2019 Textos y Sentidosmetadata.onlyhttps://repositorio.ucp.edu.coRepositorio Institucional de la Universidad Católica de Pereira - RIBUCbdigital@metabiblioteca.com |
| dc.title.eng.fl_str_mv |
Pedagogical styles and university educative practice improvement |
| dc.title.spa.fl_str_mv |
Los estilos pedagógicos y el mejoramiento de una práctica educativa universitaria |
| title |
Pedagogical styles and university educative practice improvement |
| spellingShingle |
Pedagogical styles and university educative practice improvement |
| title_short |
Pedagogical styles and university educative practice improvement |
| title_full |
Pedagogical styles and university educative practice improvement |
| title_fullStr |
Pedagogical styles and university educative practice improvement |
| title_full_unstemmed |
Pedagogical styles and university educative practice improvement |
| title_sort |
Pedagogical styles and university educative practice improvement |
| description |
The article summarizes the results of a research about university teaching practices, whose purpose is the comprehension of the contributions that the pedagogical style(s) recognition of a university teacher does to the transformation of her own teaching practice. The focus of this research is about the critical education theory, in participative research action, oriented during a reflection-action-reflection cycle about classroom practices themselves that begins with the exploration and understanding of the predominant pedagogical style in order to make it a problem, plan and develop a reflexive didactic proposal that contributes to its transformation. The contrasting of the two previous moments allowed the research teacher`s meta reflection until make her aware of the practice components that require transformation. The results show hybridization of the pedagogical style, in the teaching and learning processes constructivism predominates and at the end of the didactic units, the evaluation is conceptual and based on memory. Matter that is inseparable from educational constructivism approaches and leaves open questions and lines according to the coherence that must exist in the academic processes of teacher training |
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2019 |
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2019-06-06 |
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2022-06-01T19:58:24Z |
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2022-06-01T19:58:24Z |
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Artículo de revista |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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http://purl.org/coar/resource_type/c_6501 |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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info:eu-repo/semantics/article |
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https://revistas.ucp.edu.co/index.php/textosysentidos/article/view/266 |
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http://hdl.handle.net/10785/11730 |
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https://revistas.ucp.edu.co/index.php/textosysentidos/article/view/266 http://hdl.handle.net/10785/11730 |
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spa |
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https://revistas.ucp.edu.co/index.php/textosysentidos/article/view/266/255 |
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Derechos de autor 2019 Textos y Sentidos https://creativecommons.org/licenses/by-nc/4.0/deed.es_ES |
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https://creativecommons.org/licenses/by-nc/4.0/deed.es_ES |
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info:eu-repo/semantics/openAccess |
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application/pdf |
| dc.publisher.spa.fl_str_mv |
Universidad Católica de Pereira |
| dc.source.spa.fl_str_mv |
Textos y Sentidos; Núm. 12 (2015); 9 - 23 |
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2215-8820 2215-8812 |
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Universidad Católica de Pereira |
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Repositorio Institucional de la Universidad Católica de Pereira - RIBUC |
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bdigital@metabiblioteca.com |
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