Reforma a la formación inicial docente. Modelo curricular basado en competencias.

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Revista Iberoamericana de las Ciencias Sociales y Humanísticas: RICSH, ISSN 2395-7972, Vol. 7, Nº. 14 (Julio - Diciembre 2018), 2018, pags. 82-97

Spanish

actualización docente
cambio institucional
diseño curricular
formación de formadores
investigación-acción
professional development for teachers
institutional change
curricular design
teacher trainers
action research
atualização de professores
mudança institucional
desenho curricular
capacitação de treinadores
pesquisa-ação

actualización docente
cambio institucional
diseño curricular
formación de formadores
investigación-acción
professional development for teachers
institutional change
curricular design
teacher trainers
action research
atualização de professores
mudança institucional
desenho curricular
capacitação de treinadores
pesquisa-ação
Cruz Pallares, Karina Alejandra
Reforma a la formación inicial docente. Modelo curricular basado en competencias.

The objective in this research is to describe and analyze the results of the implementation of the curriculum guiding the initial training of teachers in the Institución Benemérita y Centenaria Escuela Normal del Estado de Chihuahua Profesor Luis Urías Belderráin, Mexico established since 2012 by the Curricular Reform for Normal Education (Reforma Curricular para la Education Normal, RCEN 2012). The action research method was chosen, which was developed in three cycles. Among the results, the main finding was the uncertainty that the professor lived during the change process and which he became familiar with during its operation the professors considered that the transition between the curricula should have been supported by a solid structure planned with sufficient time and the limited experience to carry out the role of tutors in the investigations that the students must carry out. The recommendations, therefore, focus on the need for the new reform to be based on a plural and representative diagnosis that takes into account the opinion and particularities of all teachers, as well as accompanying activities that allow them to become familiar with the main ones changes that are trying to promote.

Article

Cruz Pallares, Karina Alejandra

Cruz Pallares, Karina Alejandra

Cruz Pallares, Karina Alejandra

Reforma a la formación inicial docente. Modelo curricular basado en competencias.

Reforma a la formación inicial docente. Modelo curricular basado en competencias.

Reforma a la formación inicial docente. Modelo curricular basado en competencias.

Reforma a la formación inicial docente. Modelo curricular basado en competencias.

Reforma a la formación inicial docente. Modelo curricular basado en competencias.

reforma a la formación inicial docente. modelo curricular basado en competencias.

2018

https://dialnet.unirioja.es/servlet/oaiart?codigo=6564982

1709748260225155072

dialnet-ar-18-ART00012859802019-07-21Reforma a la formación inicial docente. Modelo curricular basado en competencias.Cruz Pallares, Karina Alejandraactualización docentecambio institucionaldiseño curricularformación de formadoresinvestigación-acciónprofessional development for teachersinstitutional changecurricular designteacher trainersaction researchatualização de professoresmudança institucionaldesenho curricularcapacitação de treinadorespesquisa-açãoThe objective in this research is to describe and analyze the results of the implementation of the curriculum guiding the initial training of teachers in the Institución Benemérita y Centenaria Escuela Normal del Estado de Chihuahua Profesor Luis Urías Belderráin, Mexico established since 2012 by the Curricular Reform for Normal Education (Reforma Curricular para la Education Normal, RCEN 2012). The action research method was chosen, which was developed in three cycles. Among the results, the main finding was the uncertainty that the professor lived during the change process and which he became familiar with during its operation the professors considered that the transition between the curricula should have been supported by a solid structure planned with sufficient time and the limited experience to carry out the role of tutors in the investigations that the students must carry out. The recommendations, therefore, focus on the need for the new reform to be based on a plural and representative diagnosis that takes into account the opinion and particularities of all teachers, as well as accompanying activities that allow them to become familiar with the main ones changes that are trying to promote.El objetivo de esta investigación es describir y analizar la manera en que se han implementado los planes y programas planteados en la nueva Reforma Curricular para la Educación Normal de 2012 en la Institución Benemérita y Centenaria Escuela Normal del Estado de Chihuahua Profesor Luis Urías Belderráin. Para ello, se eligió como metodología la investigación-acción, la cual se desarrolló en tres ciclos. Entre los resultados más destacados se puede mencionar la incertidumbre que sienten los catedráticos normalistas durante el proceso de implementación del nuevo lineamiento, así como la escasa experiencia para desempañar el rol de tutores en las investigaciones que deben efectuar los estudiantes. Las recomendaciones, por tanto, se enfocan en la necesidad de que la nueva reforma se sustente en un diagnóstico plural y representativo que tome en cuenta la opinión y las particularidades de todos los docentes, así como actividades de acompañamiento que les permitan familiarizarse con los principales cambios que se están intentando fomentar.O objetivo desta pesquisa é descrever e analisar a maneira pela qual os planos e programas propostos na nova Reforma Curricular para a Educação Normal de 2012 foram implementados na Escola Normal da Instituição Benemérita e Centenária do Estado de Chihuahua Professor Luis Urías Belderráin. Para fazer isso, a pesquisa-ação foi escolhida como uma metodologia, que foi desenvolvida em três ciclos. Entre os resultados mais destacados podemos citar a incerteza sentida pelos professores normandos durante o processo de implementação das novas diretrizes, bem como a escassa experiência em realizar o papel de tutores nas investigações que os alunos devem realizar. As recomendações, portanto, concentram-se na necessidade de que a nova reforma se baseie em um diagnóstico plural e representativo que leve em conta a opinião e as particularidades de todos os professores, bem como as atividades de acompanhamento que lhes permitam conhecer as principais. mudanças que estão tentando promover.2018text (article)application/pdfhttps://dialnet.unirioja.es/servlet/oaiart?codigo=6564982(Revista) ISSN 2395-7972Revista Iberoamericana de las Ciencias Sociales y Humanísticas: RICSH, ISSN 2395-7972, Vol. 7, Nº. 14 (Julio - Diciembre 2018), 2018, pags. 82-97spaLICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. 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