Examinando por Materia "Contexto educativo"

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    A personal leadership statement
    (2023-07-17) Vargas Olascoaga, Eliana Carolina; Castillo Negrete, Hernán José; Gavalo Villadiego, Saray Saneth; Aguas Castillo, Pedro Pablo
    Leadership in the educational context is essential for the development and success of students, as well as for the growth and continuous improvement of educational institutions. This type of leader encourages critical thinking, creativity, and active learning, encouraging students to take responsibility for their own learning and to actively participate in the educational process. This work structures leadership as a teacher and its implications for improving the teaching of a foreign language, demonstrating that a leading teacher is characterized by his ability to inspire, motivate and guide students towards the achievement of educational goals and objectives, having a teacher-student relationship. In addition to their relationship with students, teacher leadership implies the ability to collaborate and work as a team with other education professionals. This document will delve into the idea that an effective teacher leader communicates clearly and effectively with colleagues, builds relationships of trust, and fosters an environment of collaboration and mutual support. This implies being a role model for students, inspiring and motivating them, fostering collaboration and teamwork, seeking continuous professional development, and making effective decisions for the benefit of the educational community.
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    PublicaciónAcceso abierto
    A personal leadership statement
    (Universidad de Cordoba, 2024-07-18) Vega Páez, Yaren Yaneth de la; Gómez Arrieta, Yuliana Patricia; Aguas Castillo, Pedro Pablo ; Valle Zapata, Liliana; González Lara, Delia Rosa ; Aguas Castillo, Pedro
    The need for opportunities that enhance the leadership capacities of both staff and students is well recognized within educational communities. To address this, it is crucial not only to acknowledge the necessity but also to take active steps, such as implementing courses that support the management skills of both managers and teachers. This article presents a development plan aimed at fostering leadership capabilities in students, both individually and in teams, over the short and medium term. The plan is backed by research, including studies by Daft (2008), which highlight the importance of group dynamics. Consequently, the plan prepares teachers and students for transformational leadership roles, integrating these skills throughout their educational journey. This initiative aims to define strategies that maximize the potential for success and leadership in educational contexts.
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    PublicaciónAcceso abierto
    Proyecto RECISO: Modelo didáctico con enfoque educomunicativo para el reaprendizaje y resignificación de las Ciencias Sociales
    (2022-02-07) Benítez Ayazo, Claudia Angélica; Pérez Chica, Emil Segundo; Coordinación Regional SUE-Caribe - Universidad de Córdoba
    This paper analyzes the contribution of a didactic model with an Educommunicative approach in the relearning and resignification of the social sciences by students of the secondary school of educational institutions of Montería. It embraces a perspective of qualitative research in which an initial stage that involves ethnographic elements is applied, and later mediations come from phenomenology emerge, to influence the analysis with a perspective that integrates hermeneutics, between ethnography and phenomenology based on micro-stories on the experiences that students had in their learning of the social sciences, and the testimonies of teachers and parents as a sample within the summary, with whose testimonies they manage to stage the perceptions regarding communicational dialogue in the teaching process and learning of social sciences in the basic secondary of Montería. The RECISO Project is itself an educommunicative exercise that evidences an intertextual relationship between communication and education, where an express intention and concerned about sharing information is contemplated from an instance led by an educommunicating individual from a teleological action so that the desired state of affairs, choosing within the indicated context the most congruent means for its application, in a communicative act that can be carried out in a face-to-face or de-face-to-face space; virtual, synchronous or asynchronous, in which the host community will focus its experience, without coercion, on overcoming the initial subjectivity and reconfiguring or resignifying its perception of the objective world, with knowledge, to later show it and apply it in their life, on the stage let it unfold. 14 KEYWORDS: Educomm