Pub Date : 2023-11-30DOI: 10.4151/07189729-vol.62-iss.4-art.1352
Cony Fernanda Villarroel Raimilla, José Luis Muñoz Moreno
{"title":"Análisis de la cultura escolar sobre la atención a la diversidad desde la perspectiva de los docentes de las Escuelas de Cultura y Difusión Artística de Chile","authors":"Cony Fernanda Villarroel Raimilla, José Luis Muñoz Moreno","doi":"10.4151/07189729-vol.62-iss.4-art.1352","DOIUrl":"https://doi.org/10.4151/07189729-vol.62-iss.4-art.1352","url":null,"abstract":"","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139201739","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}
Pub Date : 2023-11-30DOI: 10.4151/07189729-vol.62-iss.4-art.1394
Claudia Carrasco Aguilar, Sebastian Camayo Ortiz, Tabisa Verdejo, L. Vergara, J. Cardenas, S. Figueroa
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{"title":"Formación inicial docente y políticas de estandarización: análisis de cuatro propuestas formativas en Chile","authors":"Claudia Carrasco Aguilar, Sebastian Camayo Ortiz, Tabisa Verdejo, L. Vergara, J. Cardenas, S. Figueroa","doi":"10.4151/07189729-vol.62-iss.4-art.1394","DOIUrl":"https://doi.org/10.4151/07189729-vol.62-iss.4-art.1394","url":null,"abstract":".","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139204996","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}
Pub Date : 2023-11-30DOI: 10.4151/07189729-vol.62-iss.4-art.1287
Marcelo Andrés Gallegos Fuentes, Héctor Gonzalo Cárcamo Vásquez, C. G. Jarpa Arriagada, Héctor Agustín Vargas Muñoz
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{"title":"Procesos de enseñanza y aprendizaje de la investigación en trabajo social","authors":"Marcelo Andrés Gallegos Fuentes, Héctor Gonzalo Cárcamo Vásquez, C. G. Jarpa Arriagada, Héctor Agustín Vargas Muñoz","doi":"10.4151/07189729-vol.62-iss.4-art.1287","DOIUrl":"https://doi.org/10.4151/07189729-vol.62-iss.4-art.1287","url":null,"abstract":".","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139201828","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 aim of this research is to investigate the emotional impact of critical incidents experienced by primary teacher students on their training experiences. The literature is generous regarding the study of critical incidents in the professional development of teachers, their unexpected nature and emotional demand affect not only professional performance but also the subjective educational theories themselves and, with it, the configuration of teachers' professional identity. However, the focus has preferably been on the development of teachers inserted in the system and not on practice experiences in initial teacher training. Practice experiences are highly valued by students, but at the same time they are deployed as problematic scenarios due to their demanding and constantly changing context. Likewise, teacher training programs do not consider specific preparation to face classroom conflicts and their socio-emotional implications. This study is qualitative and has an exploratory, descriptive and relational design. A critical incident recording guideline and a semi-structured interview were used to collect data. Based on a thematic analysis, the most frequent and relevant incidents were identified and characterized, as well as the responses and emotions they trigger in the students. The results allow us to identify different types of critical incidents: on one hand, at the level of personal relationships and, on the other, at the level of teaching situations, as well as different response strategies against
{"title":"Impacto Emocional de Incidentes Críticos vividos en el Contexto de Prácticas de la Formación Inicial Docente","authors":"Claudio Sanhueza Mansilla, Michelle Campos Lara, Teresita Luksic Ziliani","doi":"10.4151/07189729-vol.62-iss.4-art.1368","DOIUrl":"https://doi.org/10.4151/07189729-vol.62-iss.4-art.1368","url":null,"abstract":"The aim of this research is to investigate the emotional impact of critical incidents experienced by primary teacher students on their training experiences. The literature is generous regarding the study of critical incidents in the professional development of teachers, their unexpected nature and emotional demand affect not only professional performance but also the subjective educational theories themselves and, with it, the configuration of teachers' professional identity. However, the focus has preferably been on the development of teachers inserted in the system and not on practice experiences in initial teacher training. Practice experiences are highly valued by students, but at the same time they are deployed as problematic scenarios due to their demanding and constantly changing context. Likewise, teacher training programs do not consider specific preparation to face classroom conflicts and their socio-emotional implications. This study is qualitative and has an exploratory, descriptive and relational design. A critical incident recording guideline and a semi-structured interview were used to collect data. Based on a thematic analysis, the most frequent and relevant incidents were identified and characterized, as well as the responses and emotions they trigger in the students. The results allow us to identify different types of critical incidents: on one hand, at the level of personal relationships and, on the other, at the level of teaching situations, as well as different response strategies against","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139196798","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 opening of the higher education system to an increasing number of students graduating from the school system has meant an important advance in terms of democratization of educational spaces, but it also represents a greater heterogeneity in its classrooms. Cognitive diversity in educational areas is a natural condition of human beings and is a variable to consider in the choice and organization of teaching strategies. Likewise, the need to investigate new ways for teacher effectiveness implies elaborating, organizing and experimenting new didactic strategies for their validation. The objective was to implement two pedagogical strategies, based on cognitive-social neuroscience, to strengthen learning in university students of health careers. The first strategy was based on self-management of knowledge (SSMK), which look for to promote the creativity and imagination of students through the study of real-life situations that they themselves select and to which answers must be given through the mobilization of their consolidated cognitive resources and others that have not been developed yet for the achievement of the expected learning. The second strategy was moment-based learning (SML), where pedagogical interventions are organized and articulated to improve student learning. This intervention look for to put into action externalist pedagogical strategies (the teacher as the main actor) and internalist pedagogical strategies (the
{"title":"Implementación de dos estrategias pedagógicas basadas en la neurociencia cognitivo- social en estudiantes universitarios de primer año en carreras del área de la salud","authors":"Veronica Lisette Pantoja Silva, Alejandro Ducassou Varela, Leonardo Lagos Gutierrez","doi":"10.4151/07189729-vol.62-iss.4-art.1226","DOIUrl":"https://doi.org/10.4151/07189729-vol.62-iss.4-art.1226","url":null,"abstract":"The opening of the higher education system to an increasing number of students graduating from the school system has meant an important advance in terms of democratization of educational spaces, but it also represents a greater heterogeneity in its classrooms. Cognitive diversity in educational areas is a natural condition of human beings and is a variable to consider in the choice and organization of teaching strategies. Likewise, the need to investigate new ways for teacher effectiveness implies elaborating, organizing and experimenting new didactic strategies for their validation. The objective was to implement two pedagogical strategies, based on cognitive-social neuroscience, to strengthen learning in university students of health careers. The first strategy was based on self-management of knowledge (SSMK), which look for to promote the creativity and imagination of students through the study of real-life situations that they themselves select and to which answers must be given through the mobilization of their consolidated cognitive resources and others that have not been developed yet for the achievement of the expected learning. The second strategy was moment-based learning (SML), where pedagogical interventions are organized and articulated to improve student learning. This intervention look for to put into action externalist pedagogical strategies (the teacher as the main actor) and internalist pedagogical strategies (the","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139200964","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}
Pub Date : 2023-11-30DOI: 10.4151/07189729-vol.62-iss.4-art.1308
Eduardo Guzmán Utreras, María Teresa Bizama Tejeda, Constanza Herrera Yáñez
{"title":"Autogestión de saberes y prácticas pedagógicas: Creencias acerca de la educación inclusiva en educadoras de párvulos en Chile","authors":"Eduardo Guzmán Utreras, María Teresa Bizama Tejeda, Constanza Herrera Yáñez","doi":"10.4151/07189729-vol.62-iss.4-art.1308","DOIUrl":"https://doi.org/10.4151/07189729-vol.62-iss.4-art.1308","url":null,"abstract":"","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139197466","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}
Pub Date : 2023-11-30DOI: 10.4151/07189729-vol.62-iss.4-art.1300
Mirona Moraru, Diego Monasterio López, Erika Ramírez Moya, Julio Marty Cárcamo
In order to continue delivering lessons to prevent students’ learning from being affected as a result of the pandemic, education systems around the world transitioned to distance learning. However, the transition process was far from being untroubled. Likewise, primary, secondary, and higher education in Chile experienced major disruptions. In 2020, schools around the country closed as a result of the pandemic, leading most institutions to migrate to online teaching. This change also seriously affected teacher education programs in Chile; carrying out a face-to-face practicum in a pandemic context resulted non-viable, forcing teacher educators and institutions to abruptly implement the online mode of delivery. The main aim of the present article is to explore a group of Chilean EFL pre-service teachers’ perceptions with regards to their online practicum carried out under circumstances characterized by high levels of uncertainty and the need to rapidly adjust to new conditions. More specifically, the article focuses on two key aspects. On the one hand, it outlines the pre-service teachers’ perceptions with regards to the main challenges and opportunities encountered in this experience. On the other hand, the article explores pre-service teachers’ beliefs with regards to t he impact that this experience might have on their teaching practice in the short and long term. The present study employed a qualitative design with an exploratory and descriptive approach. In order to take into account the voices of the participants, eight individual semi-structured interviews with pre-service teachers were carried out. The main findings refer to three sets of challenges and opportunities: the focus on technological and pedagogical skills as opposed to content; autonomy in the classroom paired with neglect on the side of the mentor teacher; and the ability to build bonds as opposed to being affected by the pupils’ lack of motivation. Furthermore, the study also showcases that the pre-service teachers believe that their first online practicum equipped them with useful ICTs skills that will have a positive impact both on their teaching practice in the short and long term and in their employability. Nevertheless, doubts were also raised regarding how the new skills would actually contribute to their development as teachers in regular, face-to-face contexts. The study helps understanding the effects of the pandemic on initial teacher training, which is a necessary step towards reshaping this process for future generations.
{"title":"Learning to Teach Online during the Pandemic: Chilean EFL Pre-service Teachers’ Experiences during their First Online Practicum","authors":"Mirona Moraru, Diego Monasterio López, Erika Ramírez Moya, Julio Marty Cárcamo","doi":"10.4151/07189729-vol.62-iss.4-art.1300","DOIUrl":"https://doi.org/10.4151/07189729-vol.62-iss.4-art.1300","url":null,"abstract":"In order to continue delivering lessons to prevent students’ learning from being affected as a result of the pandemic, education systems around the world transitioned to distance learning. However, the transition process was far from being untroubled. Likewise, primary, secondary, and higher education in Chile experienced major disruptions. In 2020, schools around the country closed as a result of the pandemic, leading most institutions to migrate to online teaching. This change also seriously affected teacher education programs in Chile; carrying out a face-to-face practicum in a pandemic context resulted non-viable, forcing teacher educators and institutions to abruptly implement the online mode of delivery. The main aim of the present article is to explore a group of Chilean EFL pre-service teachers’ perceptions with regards to their online practicum carried out under circumstances characterized by high levels of uncertainty and the need to rapidly adjust to new conditions. More specifically, the article focuses on two key aspects. On the one hand, it outlines the pre-service teachers’ perceptions with regards to the main challenges and opportunities encountered in this experience. On the other hand, the article explores pre-service teachers’ beliefs with regards to t he impact that this experience might have on their teaching practice in the short and long term. The present study employed a qualitative design with an exploratory and descriptive approach. In order to take into account the voices of the participants, eight individual semi-structured interviews with pre-service teachers were carried out. The main findings refer to three sets of challenges and opportunities: the focus on technological and pedagogical skills as opposed to content; autonomy in the classroom paired with neglect on the side of the mentor teacher; and the ability to build bonds as opposed to being affected by the pupils’ lack of motivation. Furthermore, the study also showcases that the pre-service teachers believe that their first online practicum equipped them with useful ICTs skills that will have a positive impact both on their teaching practice in the short and long term and in their employability. Nevertheless, doubts were also raised regarding how the new skills would actually contribute to their development as teachers in regular, face-to-face contexts. The study helps understanding the effects of the pandemic on initial teacher training, which is a necessary step towards reshaping this process for future generations.","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139199397","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}
Pub Date : 2023-07-26DOI: 10.4151/07189729-vol.62-iss.3-art.1282
Juan Carlos Bravo Lepe
{"title":"Asociación entre la evaluación docente y la política pública sobre el desarrollo profesional: visiones del profesorado de la educación media técnico-profesional de Valparaíso","authors":"Juan Carlos Bravo Lepe","doi":"10.4151/07189729-vol.62-iss.3-art.1282","DOIUrl":"https://doi.org/10.4151/07189729-vol.62-iss.3-art.1282","url":null,"abstract":"","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76862202","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}
Pub Date : 2023-07-26DOI: 10.4151/07189729-vol.62-iss.3-art.1338
Carla Estefanía Vargas Valdés, Ricardo Antonio Sepúlveda Sanhueza
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{"title":"Liderazgo de la educadora de párvulos: promoviendo la colaboración con el equipo técnico de aula para favorecer los aprendizajes en educación inicial","authors":"Carla Estefanía Vargas Valdés, Ricardo Antonio Sepúlveda Sanhueza","doi":"10.4151/07189729-vol.62-iss.3-art.1338","DOIUrl":"https://doi.org/10.4151/07189729-vol.62-iss.3-art.1338","url":null,"abstract":".","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82060598","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}
Pub Date : 2023-07-26DOI: 10.4151/07189729-vol.62-iss.3-art.1332
Maurine Constanza Muñoz Soto, Alejandra Nocetti de la Barra
{"title":"Implicancias de saberes prácticos en la enseñanza con estudiantes de altas capacidades","authors":"Maurine Constanza Muñoz Soto, Alejandra Nocetti de la Barra","doi":"10.4151/07189729-vol.62-iss.3-art.1332","DOIUrl":"https://doi.org/10.4151/07189729-vol.62-iss.3-art.1332","url":null,"abstract":"","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82227207","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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