Pub Date : 2022-10-28DOI: 10.4151/07189729-vol.61-iss.3-art.1245
Sonia Helena Castellanos Galindo, Blanca Cecilia Reyes Restrepo
una investigación implementación de una e-portafolios en de formación modalidad Su los de aprendizaje de las prácticas formativas a través de una reorientación de su diseño y el desarrollo de la reflexividad. La investigación fue de carácter cualitativo con características descriptivas, interpretativas y evaluativas. Los resultados de esta investigación permitieron identificar posibilidades de los E-portafolios para enriquecer el proceso de aprendizaje en las prácticas formativas, ya que su construcción se dio en el marco de tareas auténticas y las participantes generaron producciones propias en las que evidenciaron sus aprendizajes. En este contexto, se promovió el desarrollo Abstract This paper presents the results of a study on the implementation of a teaching innovation designed to build E- portfolios in initial teacher training programs via distance learning. Its purpose was to enrich the learning environment of formative practices by reorientating their design and the development of reflexivity. This research was of a qualitative nature with descriptive, interpretative, and evaluative characteristics. The results made it possible to identify E-portfolios possibilities to enrich the formative-practice learning process. Since the E-portfolios construction took place within a context of authentic tasks, the participants developed their own productions which evidenced their learning. The development of reflexivity was promoted in the context of formative assessment and teachers’ permanen t feedback on student productions.
通过重新定位其设计和反身性的发展，对电子组合在培训模式中的实施进行了研究。本研究采用定性研究方法，具有描述性、解释性和评价特征。这项研究的结果使我们能够确定电子组合在培训实践中丰富学习过程的可能性，因为它们的构建是在真实任务的框架内进行的，参与者产生了自己的产品，在其中他们展示了他们的学习。本文介绍了一项关于实施教学创新的研究结果，该研究旨在通过远程学习在初始教师培训项目中建立电子组合。它的目的是通过重新定位其设计和发展反思性来丰富形成性实践的学习环境。这种research was of定性性质与descriptive、滥用和evaluative分离器。这些结果使确定电子作品集成为可能，以丰富形成实践学习过程。由于电子组合的构建是在真实任务的背景下进行的，参与者开发了自己的产品，从而证明了他们的学习。在形成性评估的背景下促进了反思性的发展，教师对学生的作品保持反馈。
{"title":"Construcción de e-portafolios en prácticas formativas bajo modalidad a distancia","authors":"Sonia Helena Castellanos Galindo, Blanca Cecilia Reyes Restrepo","doi":"10.4151/07189729-vol.61-iss.3-art.1245","DOIUrl":"https://doi.org/10.4151/07189729-vol.61-iss.3-art.1245","url":null,"abstract":"una investigación implementación de una e-portafolios en de formación modalidad Su los de aprendizaje de las prácticas formativas a través de una reorientación de su diseño y el desarrollo de la reflexividad. La investigación fue de carácter cualitativo con características descriptivas, interpretativas y evaluativas. Los resultados de esta investigación permitieron identificar posibilidades de los E-portafolios para enriquecer el proceso de aprendizaje en las prácticas formativas, ya que su construcción se dio en el marco de tareas auténticas y las participantes generaron producciones propias en las que evidenciaron sus aprendizajes. En este contexto, se promovió el desarrollo Abstract This paper presents the results of a study on the implementation of a teaching innovation designed to build E- portfolios in initial teacher training programs via distance learning. Its purpose was to enrich the learning environment of formative practices by reorientating their design and the development of reflexivity. This research was of a qualitative nature with descriptive, interpretative, and evaluative characteristics. The results made it possible to identify E-portfolios possibilities to enrich the formative-practice learning process. Since the E-portfolios construction took place within a context of authentic tasks, the participants developed their own productions which evidenced their learning. The development of reflexivity was promoted in the context of formative assessment and teachers’ permanen t feedback on student productions.","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84812593","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 : 2022-10-28DOI: 10.4151/07189729-vol.61-iss.3-art.1306
Sebastián Pablo Quintana Susarte
After Law 20.911 was enacted in Chile during 2016, schools were urged to design a Citizenship Education Plan. The procedure followed by each school to achieve this goal remains certainly unknown. In this regard, this paper exposes the results of a qualitative research that aimed at examining the experience of a group of teachers who have assumed this work in three schools in Santiago. The results highlight the obstacles encountered by teachers in facing this challenge. Participants agree that the objectives proposed in the Law are ambiguous and its operational guidelines remain unclear. They recognize a lack of time, space, and a deficient involvement by the authorities. Based on this evidence, this paper debates on the existence of a significant gap between the purposes of the Law and its implementation, identifying possibilities for improvement.
{"title":"Experiencias del profesorado chileno en la implementación del Plan de Formación Ciudadana. Estudio de casos múltiples","authors":"Sebastián Pablo Quintana Susarte","doi":"10.4151/07189729-vol.61-iss.3-art.1306","DOIUrl":"https://doi.org/10.4151/07189729-vol.61-iss.3-art.1306","url":null,"abstract":"After Law 20.911 was enacted in Chile during 2016, schools were urged to design a Citizenship Education Plan. The procedure followed by each school to achieve this goal remains certainly unknown. In this regard, this paper exposes the results of a qualitative research that aimed at examining the experience of a group of teachers who have assumed this work in three schools in Santiago. The results highlight the obstacles encountered by teachers in facing this challenge. Participants agree that the objectives proposed in the Law are ambiguous and its operational guidelines remain unclear. They recognize a lack of time, space, and a deficient involvement by the authorities. Based on this evidence, this paper debates on the existence of a significant gap between the purposes of the Law and its implementation, identifying possibilities for improvement.","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81111728","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 : 2022-06-29DOI: 10.4151/07189729-vol.61-iss.2-art.1209
Martha Alejandrina Zavala Guirado
{"title":"Valoración de la docencia universitaria desde el enfoque socioformativo: propiedades de una escala para su evaluación","authors":"Martha Alejandrina Zavala Guirado","doi":"10.4151/07189729-vol.61-iss.2-art.1209","DOIUrl":"https://doi.org/10.4151/07189729-vol.61-iss.2-art.1209","url":null,"abstract":"","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74531662","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 : 2022-06-29DOI: 10.4151/07189729-vol.61-iss.2-art.1302
Rodrigo Alberto Gamboa Jiménez, Pabla Ahumada Ugalde, Camila Constanza Rojas Cisternas, Claudia Andrea Soto Silva, Paula Macarena Varas Cerda, Constanza Camila Fernández Fuentes
The aim of this qualitative research is to analyse the perceptions expressed by a group of experts, and their relationship with the pedagogical proposals made in early childhood education classrooms, regarding the processes of over-schooling and its link with the (in)visibility of the body in the different learning experiences. Interviews were conducted with experts in the area of study and early childhood educators were observed in two educational realities in the city of Viña del Mar, Chile. The analysis of the information was carried out following the guidelines of fragmentation and articulation proposed by grounded theory. The findings reveal the presence of over-schooled pedagogical practices in childhood; educational practices that make the body invisible in the different learning processes, giving privilege to cognitive aspects over other dimensions of the person.
{"title":"Corporeidad en educación infantil: visión crítica de su (in)visibilización en contextos sobreescolarizados","authors":"Rodrigo Alberto Gamboa Jiménez, Pabla Ahumada Ugalde, Camila Constanza Rojas Cisternas, Claudia Andrea Soto Silva, Paula Macarena Varas Cerda, Constanza Camila Fernández Fuentes","doi":"10.4151/07189729-vol.61-iss.2-art.1302","DOIUrl":"https://doi.org/10.4151/07189729-vol.61-iss.2-art.1302","url":null,"abstract":"The aim of this qualitative research is to analyse the perceptions expressed by a group of experts, and their relationship with the pedagogical proposals made in early childhood education classrooms, regarding the processes of over-schooling and its link with the (in)visibility of the body in the different learning experiences. Interviews were conducted with experts in the area of study and early childhood educators were observed in two educational realities in the city of Viña del Mar, Chile. The analysis of the information was carried out following the guidelines of fragmentation and articulation proposed by grounded theory. The findings reveal the presence of over-schooled pedagogical practices in childhood; educational practices that make the body invisible in the different learning processes, giving privilege to cognitive aspects over other dimensions of the person.","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85683458","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 : 2022-06-29DOI: 10.4151/07189729-vol.61-iss.2-art.1184
David Pérez Carrillo, Maria Alejandra Ochoa Provoste, Víctor Mario Rocha Monsalve
The study of the identity configurations of pre service teachers during their teaching training process may be regarded as a not well-developed research area, especially if it circumscribes to the early formative stages. This article aims at the characterization of the set of beliefs, emotions and perspectives or positions about the educational process, expressed in the student´s previous perceptions on teacher´s identity. With this objective the present study took into consideration the student cohort that applied to a High School Teaching Program during 2019. Two instruments were used to collect data from the students of the teaching program at the moment of their initial application. The main conclusions shed light on the fact that these previous perceptions about teacher´s identity determine the educational path of future teachers and constitute key tropes or narratives for future action at the level of practice and knowledge providing sense and a grounding frame to their own professional practice. The present study has been funded by the vice presidency for academic affairs of UDP.
{"title":"Preconcepciones identitarias de aspirantes a profesores de un Programa de Pedagogía Media de la ciudad de Santiago de Chile","authors":"David Pérez Carrillo, Maria Alejandra Ochoa Provoste, Víctor Mario Rocha Monsalve","doi":"10.4151/07189729-vol.61-iss.2-art.1184","DOIUrl":"https://doi.org/10.4151/07189729-vol.61-iss.2-art.1184","url":null,"abstract":"The study of the identity configurations of pre service teachers during their teaching training process may be regarded as a not well-developed research area, especially if it circumscribes to the early formative stages. This article aims at the characterization of the set of beliefs, emotions and perspectives or positions about the educational process, expressed in the student´s previous perceptions on teacher´s identity. With this objective the present study took into consideration the student cohort that applied to a High School Teaching Program during 2019. Two instruments were used to collect data from the students of the teaching program at the moment of their initial application. The main conclusions shed light on the fact that these previous perceptions about teacher´s identity determine the educational path of future teachers and constitute key tropes or narratives for future action at the level of practice and knowledge providing sense and a grounding frame to their own professional practice. The present study has been funded by the vice presidency for academic affairs of UDP.","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74643562","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 : 2022-06-29DOI: 10.4151/07189729-vol.61-iss.2-art.1273
N. G. Lagos San Martín, Victoria Verónica Garay Alemany, Mauricio Alejandro Núñez Rojas, Alejandro Gallardo Jaque, Daysi Jasmin Reinoso Salinas, Rosa Isabel Nilo Cea, Patricia Elizabeth Morales Mejías, Erika Viviana Del Carmen Soto Aranda, Ivka Silvana Troncoso Popovic, Ana Rosa Arévalo Vera, Pamela Alejandra Díaz Suazo
Given the current relevance of research on how education in and for diversity is addressed in higher education, this paper aims to analyze the scientific literature on diversity and inclusion in higher education published in the Web of Sciences and Scopus between 2011 and 2020. A total of 112 articles were analyzed in terms of bibliometric indicators: temporal production, by journals and author, sources of information, instruments and procedures
鉴于目前高等教育中如何解决多样性教育和多样性教育的相关研究，本文旨在分析2011年至2020年在Web of Sciences和Scopus上发表的关于高等教育多样性和包容性的科学文献。总共对112篇文章进行了文献计量指标分析:按期刊和作者分列的时间产出、信息来源、工具和程序
{"title":"Investigación en diversidad e inclusión en la formación inicial docente: análisis bibliométrico y temático (2011-2020)","authors":"N. G. Lagos San Martín, Victoria Verónica Garay Alemany, Mauricio Alejandro Núñez Rojas, Alejandro Gallardo Jaque, Daysi Jasmin Reinoso Salinas, Rosa Isabel Nilo Cea, Patricia Elizabeth Morales Mejías, Erika Viviana Del Carmen Soto Aranda, Ivka Silvana Troncoso Popovic, Ana Rosa Arévalo Vera, Pamela Alejandra Díaz Suazo","doi":"10.4151/07189729-vol.61-iss.2-art.1273","DOIUrl":"https://doi.org/10.4151/07189729-vol.61-iss.2-art.1273","url":null,"abstract":"Given the current relevance of research on how education in and for diversity is addressed in higher education, this paper aims to analyze the scientific literature on diversity and inclusion in higher education published in the Web of Sciences and Scopus between 2011 and 2020. A total of 112 articles were analyzed in terms of bibliometric indicators: temporal production, by journals and author, sources of information, instruments and procedures","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80930053","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 : 2022-06-29DOI: 10.4151/07189729-vol.61-iss.2-art.1225
Ignacio Figueroa-Céspedes, P. Guerra, Alejandro Madrid
{"title":"Construcción de la identidad docente de las educadoras de párvulos: Significados retrospectivos de su Formación Inicial Docente","authors":"Ignacio Figueroa-Céspedes, P. Guerra, Alejandro Madrid","doi":"10.4151/07189729-vol.61-iss.2-art.1225","DOIUrl":"https://doi.org/10.4151/07189729-vol.61-iss.2-art.1225","url":null,"abstract":"","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83115871","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 : 2022-06-29DOI: 10.4151/07189729-vol.61-iss.2-art.1247
Yaranay López-Angulo, F. Sáez-Delgado, Nicole Nicole Arias-Roa, J. Mella-Norambuena
{"title":"Revisión sistemática sobre autorregulación del aprendizaje en estudiantes de secundaria","authors":"Yaranay López-Angulo, F. Sáez-Delgado, Nicole Nicole Arias-Roa, J. Mella-Norambuena","doi":"10.4151/07189729-vol.61-iss.2-art.1247","DOIUrl":"https://doi.org/10.4151/07189729-vol.61-iss.2-art.1247","url":null,"abstract":"","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77089148","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 : 2022-06-29DOI: 10.4151/07189729-vol.61-iss.2-art.1215
Pedro Iglesias Calonge, Pablo Chávez Muñoz
{"title":"La realidad virtual en el aula de música: un estudio cuasiexperimental","authors":"Pedro Iglesias Calonge, Pablo Chávez Muñoz","doi":"10.4151/07189729-vol.61-iss.2-art.1215","DOIUrl":"https://doi.org/10.4151/07189729-vol.61-iss.2-art.1215","url":null,"abstract":"","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89704913","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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