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Enfoques de enseñanza, concepciones, representaciones y discursos sobre la calidad del aprendizaje: impacto de la formación posgradual en las prácticas del profesorado

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dc.contributor.authorSIERRA PINEDA, ISABEL ALICIA
dc.contributor.authorROBLES GONZALEZ, JUANA RAQUEL
dc.contributor.authorPACHECO LORA, MARTHA CECILIA
dc.contributor.authorNohemy Carrascal Torres
dc.date.accessioned2024-03-07T21:24:10Z
dc.date.available2024-03-07T21:24:10Z
dc.date.issued2024-03-07
dc.description.abstractEn el marco de los procesos de autoevaluación de programas de posgrado y a nivel institucional es necesario estudiar cómo perciben, representan e interpretan los profesores universitarios y los estudiantes de programas de formación de educadores en el nivel de maestría, los conceptos de la enseñanza, aprendizaje y de evaluación desde su perspectiva personal y en contexto, como elementos asociados a la gestión de su práctica educativa, de la calidad del aprendizaje y la eficacia escolar. Este libro es un aporte a los estudios sobre la calidad de la enseñanza y la calidad del aprendizaje; se reporta el proceso y los resultados de una investigación en la que se analizan las relaciones entre ambas desde la perspectiva de las percepciones y experiencias o prácticas del profesorado (docentes de maestría y magister en formación en distintas instituciones de la región), en el contexto del programa de Maestría en educación ofrecido en red por las Universidades estatales del Caribe colombiano, SUE Caribe. Se indagó primero acerca de los enfoques de enseñanza y enfoques de aprendizaje y luego sobre lo que piensan o conciben sobre aprendizaje, enseñanza y evaluación, para tratar de establecer la coherencia e interinfluencia de estas concepciones con las narrativas alrededor de las actuaciones docentes, lasspa
dc.description.tableofcontentsPrólogo...............9
dc.description.tableofcontentsCapítulo 1 Las concepciones del profesorado y su trascendencia en la actuación..........................13
dc.description.tableofcontentsCapítulo 2 La evaluación de la calidad del aprendizaje y el sentido de competencia..............................33
dc.description.tableofcontentsCapítulo 3 Un camino metodológico para la comprensión de las relaciones entre percepciones, concepciones y enfoques de enseñanza y aprendizaje.....45
dc.description.tableofcontentsCapítulo 4 Manifestaciones y narrativas sobre el impacto formativo de la formación posgradual. La “traducción” de enfoques de enseñanza en ambientes de aprendizaje...........63
dc.description.tableofcontentsCapítulo 5 La conciencia del valor de la formación continua del profesorado para las transformaciones de la acción desde el ejercicio del pensamiento.......153
dc.description.tableofcontentsReferencias..............173
dc.format.mimetypeapplication/pdf
dc.identifier.instnameUniversidad de Córdoba
dc.identifier.isbn978-958-5104-74-7
dc.identifier.reponameRepositorio Universidad de Córdoba
dc.identifier.repourlhttps://repositorio.unicordoba.edu.co/
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/8253
dc.language.isospa
dc.publisherFondo Editorial - Universidad de Córdoba
dc.publisher.placeMontería, Córdoba, Colombia
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dc.rightsCopyright Universidad de Córdoba, 2024
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
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dc.sourcehttps://repositorio.unicordoba.edu.c
dc.titleEnfoques de enseñanza, concepciones, representaciones y discursos sobre la calidad del aprendizaje: impacto de la formación posgradual en las prácticas del profesorado
dc.typeLibro
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dc.type.driverinfo:eu-repo/semantics/book
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