CPU-e Revista de Investigacion Educativa最新文献

{"title":"Relaciones sociales de discriminación en espacios de aprendizaje en la carrera de Psicología a distancia en la Universidad Nacional Autónoma de México","authors":"M. Pérez","doi":"10.25009/CPUE.V0I26.2541","DOIUrl":"https://doi.org/10.25009/CPUE.V0I26.2541","url":null,"abstract":"Para identificar relaciones discriminatorias en la carrera de Psicologia a distancia de la Universidad Nacional Autonoma de Mexico, se aplico cuestionario de 20 reactivos a 673 estudiantes (72.5% mujeres y 27.5% hombres). Se indago la discriminacion en espacios de aprendizaje, roles, testigos y sus razones. Los resultados indicaron que no existe discriminacion generalizada en espacios de interaccion, pero se observo que la plataforma Moodle es donde mas sucede. 22.7% senalo haber sido testigo de discriminacion alumno-alumno y 17.1% profesor-alumno y 15.3% sufrio discriminacion por su forma de pensar. Se refirieron casos de discriminacion profesor-alumno, alumno-alumno y de instituciones externas a alumnos. En este estudio, los fundamentos de la discriminacion se basan, principalmente, en la psicologia social, la sociologia y antropologia. Los resultados, aunque obtenidos en una universidad concreta, muestran la necesidad de que instituciones que imparten carreras a distancia, consideren la posible ocurrencia de discriminacion en sus aulas de aprendizaje. Social Relations of Discrimination in Learning Spaces in Universidad Nacional Autonoma de Mexico Distance Psychology Faculty Abstract To identify discriminatory relationships in Psychology on line career at the National Autonomous University of Mexico, a questionnaire of 20 items was applied to 673 students (72.5% women and 27.5% men). Discrimination was investigated in learning spaces, roles, witnesses and their reasons. The results indicated that there is no generalized discrimination in interaction spaces, but it was observed that the Moodle platform is where most happens. 22.7% said that they had witnessed student-student discrimination and 17.1% teacher-student and 15.3% suffered discrimination because of their way of thinking. Cases of teacher-student, student-student and external institutions to students were mentioned. In this study theoretical fundament of discrimination are based, mainly, on social psychology, sociology and anthropology. Results, although obtained in a specific university, show the need for institutions, that teach on line careers, to consider possible occurrence of discrimination in their learning rooms. Recibido: 21 de octubre de 2016 Aceptado: 13 de diciembre de 2017","PeriodicalId":41196,"journal":{"name":"CPU-e Revista de Investigacion Educativa","volume":"1 1","pages":"20-43"},"PeriodicalIF":0.1,"publicationDate":"2018-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46370586","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":"Análisis de las prácticas docentes: estado del conocimiento en DOAJ y EBSCO (2006-2016)","authors":"Luz del Carmen Montes Pacheco, Tamara Paola Caballero Guichard, María Luisa Miranda Bouillé","doi":"10.25009/CPUE.V0I25.2529","DOIUrl":"https://doi.org/10.25009/CPUE.V0I25.2529","url":null,"abstract":"Las practicas docentes, como objeto de estudio, requieren de una construccion teorica, metodologica y empirica que posibilite abordajes pertinentes a las necesidades y tendencias de la investigacion. En este articulo se reporta una revision de investigaciones publicadas en ingles y espanol de 2006 a 2016 en las bases de datos DOAJ y EBSCO, para establecer el estado del conocimiento del analisis de las practicas docentes a nivel internacional. Se seleccionaron y analizaron 37 investigaciones. Se encontro que, en la mayoria de los estudios en los que se analizan las practicas docentes, se pone en el centro a las acciones del profesor, con un enfoque cualitativo, y el momento de la docencia mas estudiado es la concrecion. Las principales conclusiones fueron: 1) las practicas docentes tradicionales prevalecen, 2) se usan indistintamente terminos que aluden a las practicas docentes y 3) predominan referentes conceptuales centrados en el estudiante. Analysis of teaching practices: state of knowledge in DOAJ and EBSCO (2006-2016) Abstract Teaching practices, as object of study, require theoretical, methodological and empirical foundations that enable the use of approaches that suit the needs and trends of research. In this article, a review has been made about research studies published in English and Spanish from 2006 to 2016 in the DOAJ and EBSCO databases to establish the state of knowledge of the teaching practice at an international level. Thirty seven research projects were selected and analyzed. It was found that the majority of these studies, which analyzed the teaching practice, focused in teachers’ action, with a qualitative approach; and the most studied moment of the teaching practices was classroom implementation. The main conclusions were:  1) traditional teaching practices prevail, 2) terms referring to teaching practices are used interchangeably and 3) student-centered conceptual references predominate. Recibido:  31 de enero de 2017 Aceptado: 16 de julio de 2017","PeriodicalId":41196,"journal":{"name":"CPU-e Revista de Investigacion Educativa","volume":"1 1","pages":"197-229"},"PeriodicalIF":0.1,"publicationDate":"2018-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49453430","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}