InterCambios Dilemas y Transiciones de la Educacion Superior最新文献_第8页

Las funciones irracionales junguianas en contexto pedagógico: reflexiones sobre el papel de los patrones cognitivos en contextos pedagógicos a partir de la experiencia en la elaboración de consignas 教育语境中的荣格非理性功能:从口号阐述的经验对认知模式在教育语境中的作用的反思

IF 0.4

InterCambios Dilemas y Transiciones de la Educacion Superior Pub Date : 2019-12-31 DOI: 10.29156/inter.6.2.2

引用次数: 0

Posgrados en Educación y apoyo económico por la Comisión Académica de Posgrado (2009-2018) 研究生学术委员会教育研究生及财政支持(2009-2018)

IF 0.4

InterCambios Dilemas y Transiciones de la Educacion Superior Pub Date : 2019-12-31 DOI: 10.29156/inter.6.2.10

A. Fernández-Alvarez, Christian Acosta Jara, M. Ayestarán, Rafael E. Saa, Estíbaliz Solís Carvajal

{"title":"Posgrados en Educación y apoyo económico por la Comisión Académica de Posgrado (2009-2018)","authors":"A. Fernández-Alvarez, Christian Acosta Jara, M. Ayestarán, Rafael E. Saa, Estíbaliz Solís Carvajal","doi":"10.29156/inter.6.2.10","DOIUrl":"https://doi.org/10.29156/inter.6.2.10","url":null,"abstract":"Postgraduate education is expanding and includes postgraduate careers in the educational field. At the Universidad de la Republica, in Uruguay , such training is framed within the Ordinance of postgraduate careers and is guided by the Postgraduate Academic Commission (CAP). The object of this study were the postgraduate careers in the educational field and the economic support modalities managed by CAP during the 2009-2018 period. A descriptive observational retrospective longitudinal study was performed for careers, and a transversal one for postgraduate students. The offer and flows of admissions and graduations from these careers were characterized. The intersection between these aspects and the economic support granted to careers and postgraduate students was investigated. The influence of these supports was evaluated and the profile of those who applied for and received scholarships was characterized. The offer of postgraduate careers in the educational field quadrupled during the decade, in line with institutional goals. Their enrollment is feminized, age of admission was higher than expected, and the duration of studies significantly exceeded the planned theoretical times. The proportion of graduations in relation to admissions was higher for specializations than for masters degrees and doctorates careers. The demand for financial support for careers was fully covered and for scholarships was covered in 21%. The profile of those who received scholarships was less feminized and corresponded to significantly younger postgraduate students than those who did not receive them. Application for scholarships was positively associated with obtaining a postgraduate degree.","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83379757","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}

引用次数: 0

Curricularización de la extensión en la FCEA 2012-2017 2012-2017年FCEA的扩展课程

IF 0.4

InterCambios Dilemas y Transiciones de la Educacion Superior Pub Date : 2019-12-31 DOI: 10.29156/inter.6.2.9

引用次数: 1

Incidentes críticos en prácticas educativas con tecnologías digitales 数字技术教育实践中的关键事件

IF 0.4

InterCambios Dilemas y Transiciones de la Educacion Superior Pub Date : 2019-12-01 DOI: 10.29156/INTER.6.2.5

Silvia Carámbula, Claudia Cabrera Borges, Ana Cabrera Borges, Adriana Pérez Salatto., Marcela Pérez Salatto.

{"title":"Incidentes críticos en prácticas educativas con tecnologías digitales","authors":"Silvia Carámbula, Claudia Cabrera Borges, Ana Cabrera Borges, Adriana Pérez Salatto., Marcela Pérez Salatto.","doi":"10.29156/INTER.6.2.5","DOIUrl":"https://doi.org/10.29156/INTER.6.2.5","url":null,"abstract":"Resumen Este trabajo se enmarca en un proyecto de investigación que busca indagar sobre las posibilidades, ventajas y limitaciones que la integración de tecnologías digitales (TD) aporta al reflexionar sobre las prácticas desarrolladas por docentes en formación inicial y en servicio. El enfoque metodológico seleccionado es de investigación-acción y se halla situado en el marco de comunidades de aprendizaje y de práctica. La investigación da cuenta del recorrido realizado por los integrantes de la comunidad del Centro Regional de Profesores del Centro (CeRP), perteneciente al Consejo de Formación en Educación (CFE), y la comunidad de docentes de la Universidad de la República (Udelar) que asisten a la formación permanente que ofrece el Programa de Entornos Virtuales de Aprendizaje (ProEVA) de la Comisión Sectorial de Enseñanza (CSE). El artículo se focaliza en la puesta en práctica del instrumento de reflexión denominado análisis de incidentes críticos (IC). A este respecto se realza que aun cuando los participantes han logrado identificar algunas de las barreras que les impiden tener un mejor desempeño al pensar en las TD como mediadoras de aprendizajes, solo se han focalizado en aquellas vinculadas con temas de conexión o funcionamiento. Se destaca igualmente que el trabajo con IC ha coadyuvado a la transformación de la clase en un escenario de investigación con procesos de reflexión dentro y entre las comunidades involucradas. Palabras claves: práctica reflexiva, tecnologías digitales, incidentes críticos.","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79617542","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}

引用次数: 0

Reflexiones sobre la tarea docente en espacios de formación en clínica psicomotriz 精神运动临床培训空间教学任务的思考

IF 0.4

InterCambios Dilemas y Transiciones de la Educacion Superior Pub Date : 2019-12-01 DOI: 10.29156/INTER.6.2.8

M. Diez

引用次数: 0

Procesos de enseñanza y aprendizaje guiados por pares 同伴引导的教学和学习过程

IF 0.4

InterCambios Dilemas y Transiciones de la Educacion Superior Pub Date : 2019-10-15 DOI: 10.29156/INTER.6.2.4

Ernesto Gonzalez Stivala, N. S. Fosser

引用次数: 0

Leer a Morin. Notas para comprender nuevos y viejos problemas 读莫林。理解新老问题的笔记

IF 0.4

InterCambios Dilemas y Transiciones de la Educacion Superior Pub Date : 2019-10-04 DOI: 10.29156/INTER.6.2.1

V. Baraldi

{"title":"Leer a Morin. Notas para comprender nuevos y viejos problemas","authors":"V. Baraldi","doi":"10.29156/INTER.6.2.1","DOIUrl":"https://doi.org/10.29156/INTER.6.2.1","url":null,"abstract":"Reed Morin. Some notes to understand new and old problems. \u0000 \u0000 Abstract \u0000One of the most important conclusions as regards the scientific knowledge that was revealed during the XX century is the ability of recognizing its own limits. On this matter, Edgar Morin tells us about the blindness of knowledge and warns us that a partial, dissociated, compartmentalized and out of context knowledge can´t be capable of understanding complex processes. In light of this, the paradigm of complexity prefers conjunction rather than disjunction, it sees the multidimensional of processes, as well as the need to contextualize every knowledge. This stance breaks with the limits established by certain requirements of what was considered scientific knowledge and contemplates the principles that accept uncertainty and fate. From this perspective, questions related to the what, the how and for what are necessarily and constantly linked, and the subject, who is acknowledged explicitly as part of the process, has full part in making decisions for its way of existing. \u0000Edgar Morin´s play is extensive, diverse, systematic, committed and passionate. In this work we are only picking up a series of problems analyzed by this author, at the same time, we´ll make sure we identify some epistemological tools of a complex thinking. This way, we try to recognize ourselves as part of a plot of relationships to think and act with others around social, economic and cultural processes. \u0000Knowledge. Complex thinking. Polycrisis. Metamorphosis","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72753108","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}

引用次数: 1

Un taller de iniciación a la planificación estratégica para estudiantes de ingreso a carreras de ingeniería 为工程专业学生举办的战略规划入门研讨会

IF 0.4

InterCambios Dilemas y Transiciones de la Educacion Superior Pub Date : 2019-06-20 DOI: 10.29156/INTER.6.1.6

C. Luna, Ana Carlozzi, V. García, Luciana Chiavone, Pablo Babino

{"title":"Un taller de iniciación a la planificación estratégica para estudiantes de ingreso a carreras de ingeniería","authors":"C. Luna, Ana Carlozzi, V. García, Luciana Chiavone, Pablo Babino","doi":"10.29156/INTER.6.1.6","DOIUrl":"https://doi.org/10.29156/INTER.6.1.6","url":null,"abstract":"In Facultad de Ingenieria (FIng) of Universidad de la Republica-Uruguay, the problems that are a result of the massiveness and the low pre-university academic level diagnosed, are some of the causes of failure in initial courses. However, variables such as study strategies, the choice of courses to be taken, and time management have a significant impact on student performance in the first year courses of the different careers of FIng. In this context, FIng has been developing different activities with the aim of improving the situation of students. This paper presents one of these activities: the Workshop on Initiation to Strategic Planning (TIPE), which is aimed at the new students and the ones who are taking one of the courses of the first semester of their career. This workshop aims to introduce students to the subject of strategic planning, in an explicit and very practical way, taking as a case of study the analysis of the first semesters of the curricular trajectory of their careers. In this article we describe TIPE and analyze the first results of the experience developed in 2017.","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.29156/INTER.6.1.6","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42080082","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}

引用次数: 1

Alfabetización científica en la formación en ciencias de la naturaleza 自然科学教育中的科学素养

IF 0.4

InterCambios Dilemas y Transiciones de la Educacion Superior Pub Date : 2019-06-20 DOI: 10.29156/INTER.6.1.7

C. Coutinho, R. Ruppenthal, T. R. Osório

{"title":"Alfabetización científica en la formación en ciencias de la naturaleza","authors":"C. Coutinho, R. Ruppenthal, T. R. Osório","doi":"10.29156/INTER.6.1.7","DOIUrl":"https://doi.org/10.29156/INTER.6.1.7","url":null,"abstract":"Different authors define scientific literacy (AC) as a set of knowledges that facilitate the subjects to make a reading of the world where they live. Based on these conceptions, it is important that aspects of CA be made present in the teaching context, as well as proposals for changes in the training processes. In this sense, there is a need to (re)think and (re)evaluate the connections of scientific education with the initial formation of teachers. So, the question that guides this work is like a course in Natural Sciences - does Licenciatura allow the construction of references to the AC? In order to respond to this concern, the theoretical framework of basing and discussing the results was used to refer to the CA proposed by Sasseron and Carvalho (2011a, 2011b) and teacher training. The results, derived from the analysis of the pedagogical project of the course, point out that some of the objectives of the curricular components are integrated transversely to more than one axis of the CA, which can be a demonstration that the axes of the CA are not fomented individually. This demonstrates the concern of the course in effecting the full training of the faculty to meet the principles of the CA, in addition to providing training aimed at a global vision of science. Finally, it is considered that the course is directed towards the scientific development of the egress, since in the analysis it was noticed that many of the curricular components fit into more of axis of the AC.","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49034762","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}

引用次数: 0

Alfabetización informacional y digital mediante b-learning 通过B-learning的信息和数字素养

IF 0.4

InterCambios Dilemas y Transiciones de la Educacion Superior Pub Date : 2019-06-19 DOI: 10.29156/INTER.6.1.1

Ruth Montes Martínez

{"title":"Alfabetización informacional y digital mediante b-learning","authors":"Ruth Montes Martínez","doi":"10.29156/INTER.6.1.1","DOIUrl":"https://doi.org/10.29156/INTER.6.1.1","url":null,"abstract":"Analyzing the factors involved in the development of online search, selection and use of information skills in teachers in training is fundamental, these skills contribute to their personal development, professional training and lifelong learning. The purpose of this article is to present an analysis of the academic and technological factors that influence Primary Education Degree (LEP) students to develop digital literacy and information management skills within a learning environment with blended learning technology (b-learning). It is posed that b-learning has become a necessary alternative to the classroom training processes that still prevail in the majority of teacher training institutions in Mexico. Based on the experience with a group of LEP students who attended a b-learning workshop, it is shown that under this scheme students are allowed to put their literacy and information management skills into play. The findings that resulted from this experience show that the academic factors that most influence the development of digital and informational skills are: the contents and interaction with the module coordinator in the face-to-face sessions, and the decisive technological factors: discussion forums, virtual interaction with the teachers and the resources that are integrated to the digital platform in which the course is found.","PeriodicalId":30963,"journal":{"name":"InterCambios Dilemas y Transiciones de la Educacion Superior","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46864798","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}

引用次数: 4