{"title":"Formación docente en didáctica universitaria en la pandemia: entre la reflexión pedagógica y la instrumentalización","authors":"Nora Cascante Flores, L. Salazar","doi":"10.2916/INTER.7.2.11","DOIUrl":"https://doi.org/10.2916/INTER.7.2.11","url":null,"abstract":"","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42851177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Orientaciones para la formación docente y el trabajo en el aula: Retroalimentación formativa","authors":"Varenka Parentelli","doi":"10.2916/INTER.7.2.17","DOIUrl":"https://doi.org/10.2916/INTER.7.2.17","url":null,"abstract":"","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45102114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ivana Pequeño, Sebastián Gadea, Marcelo Alborés, Luciana Chiavone, Carolina Fagúndez, S. Giménez, Ana Santa Cruz
The pandemic caused by SARS-CoV-2 impacted on the way in which all activities of our daily lives were carried out. In Uruguay, since March 13th, when the first cases were confirmed, a state of health emergency was declared, with the educational system being one of the most radically affected aspects. The Faculty of Psychology at Universidad de la Republica, as an educational community, was able to cope with adversity and achieve, in a very short period of time, a real response in order to maintain the delivery of the courses in a virtual way. Once the first semester is over, it is vital to know how the new reality was lived and experienced by students and teachers. This study analyzes the experiences of teachers and students at the Faculty of Psychology. The data was obtained through online forms designed by ProREn (Teaching Renewal Program) and applied from July 8th to 22nd, 2020. The sample of participants was of 693 students and 55 teachers. Descriptive analyses of common dimensions to both questionnaires were carried out. The general results show that the abrupt passage to virtual teaching was properly achieved with good outcomes. However, some dimensions of the experiences of students and teachers during this transition warn us about the most vulnerable aspects of each population.
{"title":"Enseñanza y aprendizaje virtual en contexto de pandemia. Experiencias y vivencias de docentes y estudiantes de la Facultad de Psicología en el primer semestre del año 2020","authors":"Ivana Pequeño, Sebastián Gadea, Marcelo Alborés, Luciana Chiavone, Carolina Fagúndez, S. Giménez, Ana Santa Cruz","doi":"10.2916/INTER.7.2.14","DOIUrl":"https://doi.org/10.2916/INTER.7.2.14","url":null,"abstract":"The pandemic caused by SARS-CoV-2 impacted on the way in which all activities of our daily lives were carried out. In Uruguay, since March 13th, when the first cases were confirmed, a state of health emergency was declared, with the educational system being one of the most radically affected aspects. The Faculty of Psychology at Universidad de la Republica, as an educational community, was able to cope with adversity and achieve, in a very short period of time, a real response in order to maintain the delivery of the courses in a virtual way. Once the first semester is over, it is vital to know how the new reality was lived and experienced by students and teachers. This study analyzes the experiences of teachers and students at the Faculty of Psychology. The data was obtained through online forms designed by ProREn (Teaching Renewal Program) and applied from July 8th to 22nd, 2020. The sample of participants was of 693 students and 55 teachers. Descriptive analyses of common dimensions to both questionnaires were carried out. The general results show that the abrupt passage to virtual teaching was properly achieved with good outcomes. However, some dimensions of the experiences of students and teachers during this transition warn us about the most vulnerable aspects of each population.","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46034284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Higher education faces trade-offs and dilemmas on a global scale. The nature of its possible future paths in each country depends on its history, the specific architecture of its tertiary education systems and its degree of coverage, but its origins lie in tensions anchored in common factors. The pandemic incorporates new dimensions, but above all it makes evident previous structural problems and gives them a sense of urgency. In this article I review some of these dilemmas, which tend to be more pressing in relatively less developed societies, and then reflect on their role in the ongoing health and social crisis.
{"title":"Grandes dilemas de la educación superior: tensiones estructurales y crisis educativa en la pandemia","authors":"Rodrigo Arim","doi":"10.2916/INTER.7.2.2","DOIUrl":"https://doi.org/10.2916/INTER.7.2.2","url":null,"abstract":"Higher education faces trade-offs and dilemmas on a global scale. The nature of its possible future paths in each country depends on its history, the specific architecture of its tertiary education systems and its degree of coverage, but its origins lie in tensions anchored in common factors. The pandemic incorporates new dimensions, but above all it makes evident previous structural problems and gives them a sense of urgency. In this article I review some of these dilemmas, which tend to be more pressing in relatively less developed societies, and then reflect on their role in the ongoing health and social crisis.","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48357422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gabriel Freitas Scaraffuni. Orcid, Amílcar Davyt. Orcid
La politica de descentralizacion geografica que la Universidad de la Republica impulso a partir del ano 2007 fue promovida con una vision general que definio metas amplias, como la consolidacion de su presencia en el interior del pais, orientada a la generalizacion de la ensenanza terciaria. Su implementacion tuvo anclaje en diversas sedes y se articulo en torno a la definicion de Programas Regionales de Ensenanza Terciaria, la generacion de nuevos programas de ensenanza y la radicacion de grupos de investigacion. Se presenta una mirada analitica de ese proceso en la Region Noreste de Uruguay en el periodo 2007-2017. Se describen los productos generados y se analiza la implementacion en cada sede considerando el peso de la trayectoria previa, el contexto y las estrategias de implementacion. El abordaje se baso en el relevamiento y analisis de datos, documentos y entrevistas a actores clave. La descripcion da cuenta de un crecimiento con matices tanto en los productos generados como en los procesos de las tres sedes de la region, que resulta en perfiles diferenciados. Las variables trayectoria, contexto y estrategia de implementacion operaron sobre el proceso en forma compleja y explican esa diferenciacion de perfiles.
{"title":"La descentralización universitaria en la Región Noreste de Uruguay","authors":"Gabriel Freitas Scaraffuni. Orcid, Amílcar Davyt. Orcid","doi":"10.2916/INTER.7.2.3","DOIUrl":"https://doi.org/10.2916/INTER.7.2.3","url":null,"abstract":"La politica de descentralizacion geografica que la Universidad de la Republica impulso a partir del ano 2007 fue promovida con una vision general que definio metas amplias, como la consolidacion de su presencia en el interior del pais, orientada a la generalizacion de la ensenanza terciaria. Su implementacion tuvo anclaje en diversas sedes y se articulo en torno a la definicion de Programas Regionales de Ensenanza Terciaria, la generacion de nuevos programas de ensenanza y la radicacion de grupos de investigacion. Se presenta una mirada analitica de ese proceso en la Region Noreste de Uruguay en el periodo 2007-2017. Se describen los productos generados y se analiza la implementacion en cada sede considerando el peso de la trayectoria previa, el contexto y las estrategias de implementacion. El abordaje se baso en el relevamiento y analisis de datos, documentos y entrevistas a actores clave. La descripcion da cuenta de un crecimiento con matices tanto en los productos generados como en los procesos de las tres sedes de la region, que resulta en perfiles diferenciados. Las variables trayectoria, contexto y estrategia de implementacion operaron sobre el proceso en forma compleja y explican esa diferenciacion de perfiles.","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44786327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper shows the analysis of athenaeums as a pre professional training and assessment modality in social workers in the Buenos Aires University. We assume the athenaeums as define them as devices. It constitutes pre-professional practice situation analyzers. They are part of a logic of alternation of the training. It aims is to contribute to make thinkable the pre-professional experience in the class and the exams. The students think athenaeums contribute to articulate theory and practice and they allow to analyze cases in a group way. The athenaeums are part of the Social Work training modality and transmit messages about the ways to think the profession: constructing problematic situations, analyzing with others and thinking about a variety of action alternatives.
{"title":"Ateneos y formación preprofesional en trabajo social","authors":"María Florencia Di Matteo Demirdjian","doi":"10.2916/INTER.7.2.7","DOIUrl":"https://doi.org/10.2916/INTER.7.2.7","url":null,"abstract":"This paper shows the analysis of athenaeums as a pre professional training and assessment modality in social workers in the Buenos Aires University. We assume the athenaeums as define them as devices. It constitutes pre-professional practice situation analyzers. They are part of a logic of alternation of the training. It aims is to contribute to make thinkable the pre-professional experience in the class and the exams. The students think athenaeums contribute to articulate theory and practice and they allow to analyze cases in a group way. The athenaeums are part of the Social Work training modality and transmit messages about the ways to think the profession: constructing problematic situations, analyzing with others and thinking about a variety of action alternatives.","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46395805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pio Trujillo Ramírez., María Ortíz Agui, Miguel Carrasco Muñoz, Gladys Luz Herrera Alania., Cecilia Martínez Morales
The objective of the study was to determine the relationship between job satisfaction and the performance of teachers in the faculties of Educational Sciences, Law and Nursing at the Universidad Nacional Hermilio Valdizan (UNHEVAL) de Huanuco, 2019. The research design was non-experimental, correlational, cross-sectional and descriptive-observational. The population consisted of 118 university professors from the Faculties of Educational Sciences, Law and Nursing at UNHEVAL. Intentional non-probabilistic sampling was made up of 45 teachers who agreed to participate in the study. It concludes that for all the statisticians, the overall p-value was greater than 0.05 which indicates that there is no evidence of significant correlation between job satisfaction and teacher performance, so it cannot be assured that the relationship is true at a 95 % confidence level, in the three faculties studied.
{"title":"Satisfacción laboral y desempeño académico universitario","authors":"Pio Trujillo Ramírez., María Ortíz Agui, Miguel Carrasco Muñoz, Gladys Luz Herrera Alania., Cecilia Martínez Morales","doi":"10.2916/INTER.7.2.8","DOIUrl":"https://doi.org/10.2916/INTER.7.2.8","url":null,"abstract":"The objective of the study was to determine the relationship between job satisfaction and the performance of teachers in the faculties of Educational Sciences, Law and Nursing at the Universidad Nacional Hermilio Valdizan (UNHEVAL) de Huanuco, 2019. The research design was non-experimental, correlational, cross-sectional and descriptive-observational. The population consisted of 118 university professors from the Faculties of Educational Sciences, Law and Nursing at UNHEVAL. Intentional non-probabilistic sampling was made up of 45 teachers who agreed to participate in the study. It concludes that for all the statisticians, the overall p-value was greater than 0.05 which indicates that there is no evidence of significant correlation between job satisfaction and teacher performance, so it cannot be assured that the relationship is true at a 95 % confidence level, in the three faculties studied.","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42704395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Clinical reasoning refers to a cognitive process that allows health professional establish diagnoses, decisions and define treatment plans. There are different conceptions about the clinical reasoning in the bibliography. The objective of this study is evaluating the available evidence in the literature on the clinical reasoning as a strategy for teaching, towards problem-solving, in the area of health. This review was conducted in the following databases: Timbo, SciELO, PubMed and Cochrane Library, without restrictions of year or type of study. The forms of reasoning are analyzed (analytical and not analytical) and a synthesis of tools and methodologies is presents as a didactic approach promote the student’s reasoning in the clinic practice. Learning is a constructive process that occurs when the teaching is useful and meaningful for the students and they are actively involved in the acquisition of their self-knowledge, relating what they are learning with knowledge and previous experiences. The conclusions certified that the different forms of reasoning contribute to final decisions that reach novice and expert, enabling to health professionals an effective process of clinical reasoning.
{"title":"El razonamiento clínico con enfoque didáctico","authors":"M. D. C. L. Jordi, Alicia Gómez","doi":"10.2916/INTER.7.2.4","DOIUrl":"https://doi.org/10.2916/INTER.7.2.4","url":null,"abstract":"Clinical reasoning refers to a cognitive process that allows health professional establish diagnoses, decisions and define treatment plans. There are different conceptions about the clinical reasoning in the bibliography. The objective of this study is evaluating the available evidence in the literature on the clinical reasoning as a strategy for teaching, towards problem-solving, in the area of health. This review was conducted in the following databases: Timbo, SciELO, PubMed and Cochrane Library, without restrictions of year or type of study. The forms of reasoning are analyzed (analytical and not analytical) and a synthesis of tools and methodologies is presents as a didactic approach promote the student’s reasoning in the clinic practice. Learning is a constructive process that occurs when the teaching is useful and meaningful for the students and they are actively involved in the acquisition of their self-knowledge, relating what they are learning with knowledge and previous experiences. The conclusions certified that the different forms of reasoning contribute to final decisions that reach novice and expert, enabling to health professionals an effective process of clinical reasoning.","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48144828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Elena Cardozo Benia., María Inés Cantou Mayol., Fiorella Scaglione Sanson., Stephanie Yoana Lara Marfetán.
The purpose of this paper was to provide critical information on the teaching, learning, and evaluation methodologies using a specification worksheet in the oral examination of the Clinic for Ruminants and Swine in the Faculty of Veterinary, Universidad de la Republica, and to gather the opinions of the teachers who have employed this instrument during years 2013-2018. The worksheet was used in 66 periods with a 1010 exam record, obtaining information discriminated by study plan and orientations. According to the survey conducted by teachers, the instrument allowed the student performance to be carefully followed in an orderly and standardized manner; and facilitated the return and feedback of the teaching and learning process at the time of the exam and after it. Despite the limitations that the instrument may have, it offers better guarantees in the evaluation for students and teachers. The final exam is perceived as a complex instance. Therefore, the use of this instrument has served as support in educational practices.
{"title":"Empleo de una planilla de especificaciones en exámenes de Clínica","authors":"Elena Cardozo Benia., María Inés Cantou Mayol., Fiorella Scaglione Sanson., Stephanie Yoana Lara Marfetán.","doi":"10.2916/INTER.7.2.5","DOIUrl":"https://doi.org/10.2916/INTER.7.2.5","url":null,"abstract":"The purpose of this paper was to provide critical information on the teaching, learning, and evaluation methodologies using a specification worksheet in the oral examination of the Clinic for Ruminants and Swine in the Faculty of Veterinary, Universidad de la Republica, and to gather the opinions of the teachers who have employed this instrument during years 2013-2018. The worksheet was used in 66 periods with a 1010 exam record, obtaining information discriminated by study plan and orientations. According to the survey conducted by teachers, the instrument allowed the student performance to be carefully followed in an orderly and standardized manner; and facilitated the return and feedback of the teaching and learning process at the time of the exam and after it. Despite the limitations that the instrument may have, it offers better guarantees in the evaluation for students and teachers. The final exam is perceived as a complex instance. Therefore, the use of this instrument has served as support in educational practices.","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44960489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Coronavirus outbreak was a disruptive event at all levels, education among them. The Universidad de la Republica responded fast by switching to virtual classes instead of face-to-face ones, when possible. The Reading Comprehension in English courses that are given at the Facultad de Odontologia and the Facultad de Humanidades y Ciencias de la Educacion were two of the courses that were offered in the online format. Classes were given through videoconference platforms, and different resources were shared through the VLE platform of the university. Eighty-six students completed the two courses (forty-four at the Facultad de Odontologia and forty-two at the Facultad de Humanidades y Ciencias de la Educacion). By applying a mixed approach (qualitative and quantitative) questionnaire, students’ considerations regarding the transmission of knowledge through the online course were analyzed. Most students stated that the course’s aims could be fulfilled and that they could use the technological tools correctly. Some of them mentioned that face-to-face classes are needed to socialize with peers and professors and it is understood that this is an area in need of analysis and improvement. It is concluded that the results collected concerning these unexpected teaching experiences show the potential of these courses; more online courses may be offered increasing the amount of diverse options of study for students.
{"title":"Respuesta al brote de COVID-19: tiempo de enseñanza virtual","authors":"Patricia Carabelli","doi":"10.2916/INTER.7.2.16","DOIUrl":"https://doi.org/10.2916/INTER.7.2.16","url":null,"abstract":"The Coronavirus outbreak was a disruptive event at all levels, education among them. The Universidad de la Republica responded fast by switching to virtual classes instead of face-to-face ones, when possible. The Reading Comprehension in English courses that are given at the Facultad de Odontologia and the Facultad de Humanidades y Ciencias de la Educacion were two of the courses that were offered in the online format. Classes were given through videoconference platforms, and different resources were shared through the VLE platform of the university. Eighty-six students completed the two courses (forty-four at the Facultad de Odontologia and forty-two at the Facultad de Humanidades y Ciencias de la Educacion). By applying a mixed approach (qualitative and quantitative) questionnaire, students’ considerations regarding the transmission of knowledge through the online course were analyzed. Most students stated that the course’s aims could be fulfilled and that they could use the technological tools correctly. Some of them mentioned that face-to-face classes are needed to socialize with peers and professors and it is understood that this is an area in need of analysis and improvement. It is concluded that the results collected concerning these unexpected teaching experiences show the potential of these courses; more online courses may be offered increasing the amount of diverse options of study for students.","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42876347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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