Pub Date : 2017-11-30DOI: 10.14201/TEOREDU292211231
A. Fuentes
El presente trabajo se propone analizar el modelo de Universidad de Oakeshott, partiendo de los supuestos filosoficos que inspiran su teoria educativa general. El analisis pondra en evidencia la vigencia de algunos de sus aportes y criticas a la educacion actual. Al mismo tiempo, indagara respecto de las dificultades facticas para la aplicacion de sus propuestas en el contexto de la educacion superior latinoamericana, y propondra una revision de la conceptualizacion misma a partir de la constatacion de estas dificultades y a la luz de las orientaciones que el mismo Oakeshott postula en su filosofia educativa.
{"title":"Profesorado, progenitores y alumnado ante la diversidad sociocultural. Confluencia de perfiles e influencia entre ellos","authors":"A. Fuentes","doi":"10.14201/TEOREDU292211231","DOIUrl":"https://doi.org/10.14201/TEOREDU292211231","url":null,"abstract":"El presente trabajo se propone analizar el modelo de Universidad de Oakeshott, partiendo de los supuestos filosoficos que inspiran su teoria educativa general. El analisis pondra en evidencia la vigencia de algunos de sus aportes y criticas a la educacion actual. Al mismo tiempo, indagara respecto de las dificultades facticas para la aplicacion de sus propuestas en el contexto de la educacion superior latinoamericana, y propondra una revision de la conceptualizacion misma a partir de la constatacion de estas dificultades y a la luz de las orientaciones que el mismo Oakeshott postula en su filosofia educativa.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2017-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89111982","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}
Epistemologicamente, se parte de reconocer la escuela como un constructo simbolico y social entretejido a partir de diferentes niveles de significado, en cuyos terminos los diferentes miembros de la comunidad educativa experimentan, entienden y valoran su propio mundo y lo dotan de sentido. Esto significa que el objeto de estudio no lo constituyen los hechos facticos tal cual acontecen en la dinamica escolar y son percibidos por el investigador, sino la estructura de significados que los propios actores educativos producen e intercambian respecto a esos mismos hechos y como a partir de dichos significados le confieren un sentido especial a sus discursos y practicas dentro de la escuela. Es por eso, que el objetivo de la investigacion esta planteado en terminos de “comprender sentidos” como categoria central de indagacion. Sobre la base de estas consideraciones, la presente investigacion tiene por objeto comprender los sentidos de tipo etico-politico y pedagogico que, de acuerdo con la perspectiva de los diferentes actores escolares en tres instituciones educativas rurales del municipio de Magangue–Colombia, se encuentran implicados en la educacion ciudadana para la construccion de comunidades democraticas. Se pretende, adicionalmente, que producto de dicha comprension se puedan derivar un conjunto de orientaciones pedagogicas que sirvan para pensar en el diseno de un programa de educacion ciudadana que responda a las condiciones del contexto. El trabajo se encuentra estructurado con base en los siguientes apartados: En el capitulo primero, denominado area problematica, se describe el proceso exploratorio preliminar llevado a cabo para definir el problema y los objetivos de la investigacion. Ciertamente, el problema de estudio tomo forma a partir de dos niveles de observacion complementarios, uno empirico y otro epistemologico: en cuanto al primero, un trabajo de campo exploratorio llevado a cabo en las comunidades rurales del municipio de Magangue–Colombia, puso de manifiesto la necesidad de preguntar por la funcion que estaba cumpliendo la escuela en medio de una realidad social caracterizada por el deterioro de las relaciones de cooperacion, confianza y reciprocidad entre individuos, asi como por la ausencia de conciencia politica entre la poblacion campesina y su absorcion por parte de la clase politica tradicional. Y, en cuanto al segundo nivel, la revision de antecedentes teoricos e investigativos revelo que no existen estudios con presencia en la literatura cientifica que hayan abordado el tema de la educacion ciudadana a partir de instituciones educativas pertenecientes al mundo campesino. En el capitulo segundo se expone la fundamentacion teorica de la investigacion, la cual se adelanto a partir de una revision permanente de la literatura paralela a la recoleccion y analisis de la informacion, buscando que cumpliera la doble funcion de dar forma incipiente a las categorias de indagacion, asi como de contrastar conceptualmente el conteni
{"title":"Sentidos ético-políticos y pedagógicos de la educación ciudadana en tres instituciones educativas rurales del municipio de Magangué-Colombia","authors":"A. .. Sepúlveda","doi":"10.14201/17511","DOIUrl":"https://doi.org/10.14201/17511","url":null,"abstract":"Epistemologicamente, se parte de reconocer la escuela como un constructo simbolico y social entretejido a partir de diferentes niveles de significado, en cuyos terminos los diferentes miembros de la comunidad educativa experimentan, entienden y valoran su propio mundo y lo dotan de sentido. Esto significa que el objeto de estudio no lo constituyen los hechos facticos tal cual acontecen en la dinamica escolar y son percibidos por el investigador, sino la estructura de significados que los propios actores educativos producen e intercambian respecto a esos mismos hechos y como a partir de dichos significados le confieren un sentido especial a sus discursos y practicas dentro de la escuela. Es por eso, que el objetivo de la investigacion esta planteado en terminos de “comprender sentidos” como categoria central de indagacion. \u0000Sobre la base de estas consideraciones, la presente investigacion tiene por objeto comprender los sentidos de tipo etico-politico y pedagogico que, de acuerdo con la perspectiva de los diferentes actores escolares en tres instituciones educativas rurales del municipio de Magangue–Colombia, se encuentran implicados en la educacion ciudadana para la construccion de comunidades democraticas. Se pretende, adicionalmente, que producto de dicha comprension se puedan derivar un conjunto de orientaciones pedagogicas que sirvan para pensar en el diseno de un programa de educacion ciudadana que responda a las condiciones del contexto. El trabajo se encuentra estructurado con base en los siguientes apartados:\u0000En el capitulo primero, denominado area problematica, se describe el proceso exploratorio preliminar llevado a cabo para definir el problema y los objetivos de la investigacion. Ciertamente, el problema de estudio tomo forma a partir de dos niveles de observacion complementarios, uno empirico y otro epistemologico: en cuanto al primero, un trabajo de campo exploratorio llevado a cabo en las comunidades rurales del municipio de Magangue–Colombia, puso de manifiesto la necesidad de preguntar por la funcion que estaba cumpliendo la escuela en medio de una realidad social caracterizada por el deterioro de las relaciones de cooperacion, confianza y reciprocidad entre individuos, asi como por la ausencia de conciencia politica entre la poblacion campesina y su absorcion por parte de la clase politica tradicional. Y, en cuanto al segundo nivel, la revision de antecedentes teoricos e investigativos revelo que no existen estudios con presencia en la literatura cientifica que hayan abordado el tema de la educacion ciudadana a partir de instituciones educativas pertenecientes al mundo campesino. \u0000En el capitulo segundo se expone la fundamentacion teorica de la investigacion, la cual se adelanto a partir de una revision permanente de la literatura paralela a la recoleccion y analisis de la informacion, buscando que cumpliera la doble funcion de dar forma incipiente a las categorias de indagacion, asi como de contrastar conceptualmente el conteni","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2017-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72865889","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":"MORIÑA, A. (2017) Investigar con historias de vida. Metodología biográfico-narrativa. Madrid, Narcea.","authors":"Diego Galán Casado","doi":"10.14201/17515","DOIUrl":"https://doi.org/10.14201/17515","url":null,"abstract":"","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2017-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72436147","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":"SUÁREZ-GUERRERO, C.; MARÍN-SUELVES, D. y PALOMARES-MONTERO, D. (2016) Retos de la educación en tiempos de cambio. Valencia, Tirant Humanidades.","authors":"María Jóse León Guerrero","doi":"10.14201/TERI.17519","DOIUrl":"https://doi.org/10.14201/TERI.17519","url":null,"abstract":"","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2017-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83843214","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}
Collaborative learning has been a subject of great interest in the context of educational research, giving rise to many studies emphasizing the potential of the collaboration process in student learning, knowledge building, the development of diverse abilities and improved academic performance. Based on a conceptual review and thorough reflection on this topic, this article presents the results of a case study carried out in different schools in the Autonomous Community of Castile y Leon (Spain) in an attempt to identify patterns of common action through the implementation of collaborative learning methods mediated by information and communication technologies ( ICT ). Among the many outcomes of this study, we conclude by highlighting the need to plan collaborative work very carefully, taking advantage of the opportunities offered by ICT as communicative environments where it is possible to construct joint and shared learning.
{"title":"Construcción de conocimiento colaborativo mediado tecnológicamente: aportaciones teóricas desde el análisis de prácticas educativas","authors":"Sonia Casillas Martín, M. González, A. Martín","doi":"10.14201/TEOREDU2926186","DOIUrl":"https://doi.org/10.14201/TEOREDU2926186","url":null,"abstract":"Collaborative learning has been a subject of great interest in the context of educational research, giving rise to many studies emphasizing the potential of the collaboration process in student learning, knowledge building, the development of diverse abilities and improved academic performance. Based on a conceptual review and thorough reflection on this topic, this article presents the results of a case study carried out in different schools in the Autonomous Community of Castile y Leon (Spain) in an attempt to identify patterns of common action through the implementation of collaborative learning methods mediated by information and communication technologies ( ICT ). Among the many outcomes of this study, we conclude by highlighting the need to plan collaborative work very carefully, taking advantage of the opportunities offered by ICT as communicative environments where it is possible to construct joint and shared learning.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2017-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90793960","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 : 2017-11-30DOI: 10.14201/TEOREDU292127144
Elena Martín-Pastor, Cristina Jenaro Río, Francisca González-Gil
In the Spanish educational system, immigrant students are one of the principal groups with high rates of school failure. In this situation we assume that part of the difficulties of these students can be explained by their ignorance of cultural codes and the communication mediators in which the school is organized which can impede their access to the curricula, their communication, their participation and their social and educative inclusion. Our study aims to identify similarities and differences in the understanding of sociolinguistic and sociocultural components among immigrant students whose mother tongue is Spanish compared to their peers of compulsory secondary education. To test this, a sample of 247 students from Salamanca was selected. Of these 141 students were immigrants. The results show that immigrant students who speak Spanish have more difficulties inferring the meaning of the vocabulary and the expressions that appear in their teaching resources. This leads us to think about the educational practices that we are developing in order to respond the needs of those students.
{"title":"Componentes sociolingüísticos y culturales en el proceso educativo del alumnado inmigrante","authors":"Elena Martín-Pastor, Cristina Jenaro Río, Francisca González-Gil","doi":"10.14201/TEOREDU292127144","DOIUrl":"https://doi.org/10.14201/TEOREDU292127144","url":null,"abstract":"In the Spanish educational system, immigrant students are one of the principal groups with high rates of school failure. In this situation we assume that part of the difficulties of these students can be explained by their ignorance of cultural codes and the communication mediators in which the school is organized which can impede their access to the curricula, their communication, their participation and their social and educative inclusion. Our study aims to identify similarities and differences in the understanding of sociolinguistic and sociocultural components among immigrant students whose mother tongue is Spanish compared to their peers of compulsory secondary education. To test this, a sample of 247 students from Salamanca was selected. Of these 141 students were immigrants. The results show that immigrant students who speak Spanish have more difficulties inferring the meaning of the vocabulary and the expressions that appear in their teaching resources. This leads us to think about the educational practices that we are developing in order to respond the needs of those students.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2017-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74931001","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}
Raúl Gutiérrez-Fresneda, Antonio E. Díez Mediavilla
Writing is an essential tool for academic success, requiring skills and strategies of great complexity that are not always taught in the school environment. The purpose of this study was to analyse whether, using a program of teaching strategies of written production implemented through dialogic communication in interactive groups, improved the acquisition of written composition. A quasi-experimental design of comparison between groups with pre-test and post-test measurements was used. 409 students between the ages of 8 and 9 participated in the study. The results support the potential value of the program and suggest the development of teaching models that integrate dialogic communication practices. Therefore, the design of programs oriented towards the development of composition strategies through interactive groups that facilitate the learning of written composition is recommended.
{"title":"Efectos de la comunicación dialógica en la mejora de la composición escrita en estudiantes de primaria","authors":"Raúl Gutiérrez-Fresneda, Antonio E. Díez Mediavilla","doi":"10.14201/TEOREDU2924159","DOIUrl":"https://doi.org/10.14201/TEOREDU2924159","url":null,"abstract":"Writing is an essential tool for academic success, requiring skills and strategies of great complexity that are not always taught in the school environment. The purpose of this study was to analyse whether, using a program of teaching strategies of written production implemented through dialogic communication in interactive groups, improved the acquisition of written composition. A quasi-experimental design of comparison between groups with pre-test and post-test measurements was used. 409 students between the ages of 8 and 9 participated in the study. The results support the potential value of the program and suggest the development of teaching models that integrate dialogic communication practices. Therefore, the design of programs oriented towards the development of composition strategies through interactive groups that facilitate the learning of written composition is recommended.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2017-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84702501","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":"SARRAMONA, J. (2017) Conservadores e izquierdistas frente a la educación. Barcelona, Horsori.","authors":"A. Cañellas","doi":"10.14201/17517","DOIUrl":"https://doi.org/10.14201/17517","url":null,"abstract":"","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2017-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89436898","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":"GISBERT CERVERA, M. y GONZÁLEZ MARTÍNEZ, J. (eds.) (2016) Nous escenaris d’aprenentatge des d’una visió transformadora/New learning environments from a transformative perspective. Madrid, Wolters Kluwer.","authors":"Jordi Mogas Recalde","doi":"10.14201/17513","DOIUrl":"https://doi.org/10.14201/17513","url":null,"abstract":"","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2017-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78033146","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 : 2017-11-30DOI: 10.14201/TEOREDU29287108
A. Ezkurra, I. F. Fernández
Faculty development of university teachers is recognized as a relevant factor for improving the quality of education in higher education institutions. However, behind this term different conceptions and practices are hiding. This article aims to analyze this concept over time and to understand deeply the complexity of their meanings, for which we will focus on socio-historical production contexts and on scientific research. To this end, it has been made a bibliographical review of the most relevant Anglo-Saxon literature in this educational field. The analysis allows us to conclude that it has been moving from an approach oriented to supporting teachers in their development as teachers, professionals and/or academics, towards another, focused on promoting effective teaching and learning processes at micro and macro level. These challenges highlight the need to foster broader visions that, beyond teachers, focus on institutions, frameworks, and infrastructures that target teaching and learning.
{"title":"El desarrollo docente del profesorado universitario: análisis y sistematización del concepto","authors":"A. Ezkurra, I. F. Fernández","doi":"10.14201/TEOREDU29287108","DOIUrl":"https://doi.org/10.14201/TEOREDU29287108","url":null,"abstract":"Faculty development of university teachers is recognized as a relevant factor for improving the quality of education in higher education institutions. However, behind this term different conceptions and practices are hiding. This article aims to analyze this concept over time and to understand deeply the complexity of their meanings, for which we will focus on socio-historical production contexts and on scientific research. To this end, it has been made a bibliographical review of the most relevant Anglo-Saxon literature in this educational field. The analysis allows us to conclude that it has been moving from an approach oriented to supporting teachers in their development as teachers, professionals and/or academics, towards another, focused on promoting effective teaching and learning processes at micro and macro level. These challenges highlight the need to foster broader visions that, beyond teachers, focus on institutions, frameworks, and infrastructures that target teaching and learning.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2017-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90894267","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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