Compromiso docente en profesores de primer ciclo básico PDF Download

Author: Patricia Andrea Imbarak Dagach
Publisher:
ISBN:
Category :
Languages : es
Pages :

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Author: María Remedios Sánchez García
Publisher:
ISBN: 9788497568128
Category : Education
Languages : es
Pages : 270

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Author: Francis Edie Flores Castillo
Publisher:
ISBN:
Category :
Languages : es
Pages :

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El estudio se realiza en dos etapas, la primera con la autoevaluación de doscientos cuatro profesores del segundo ciclo básico (de 5o a 8o Básico) en veintinueve escuelas básicas dependientes de la Corporación Municipal de Viña del Mar para el Desarrollo Social, la segunda etapa con la autoevaluación y evaluación de doscientos ochenta y cuatro profesores del primer ciclo básico ( primero a cuarto básico) en cuarenta y dos escuelas básicas dependientes de la Corporación Municipal de Viña del Mar para el Desarrollo Social, la participación de los profesores fue voluntaria, habiéndose extendido la invitación a participar en el estudio a las cuarenta y cuatro escuelas básicas que constituyen el universo de los establecimientos de Educación Básica Municipalizados de la Comuna de Viña del Mar. Chile. En este estudio las competencias que moviliza el profesor, en su desempeño profesional, son ubicadas en el contexto de la realización de sus actividades pedagógicas, siguiendo el ciclo total del proceso educativo dividido en cuatro áreas o dominios: preparación de la enseñanza, creación del ambiente para el aprendizaje, el acto de enseñar y la relación con su entorno y su propia reflexión profesional. En cada uno de estos dominios subyacen cuatro preguntas básicas que todo profesor se debe hacer: ¿Qué es necesario saber?, ¿Qué es necesario saber hacer? , ¿Cuán bien se debe hacer? y ¿Cuán bien se está haciendo?.

Author: María Remedios Sánchez García
Publisher:
ISBN: 9788499586892
Category :
Languages : es
Pages :

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Author: Elia Oliveros Espinoza
Publisher:
ISBN: 9789804012013
Category : Teachers
Languages : es
Pages : 262

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Author: Frances Luttikhuizen
Publisher: Edicions Universitat Barcelona
ISBN: 9788447523733
Category :
Languages : en
Pages : 360

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Author: Mary Charleton
Publisher: Burns & Oates
ISBN:
Category : Education
Languages : en
Pages : 136

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Self-directed learning seeks to provide students with the greatest possible control over the content of their courses and the methods used to deliver them. This fits with counselling process, where the intention is to increase the client's power and autonomy. This book gives practical examples of ways in which this method has been carried out and considers some of the dilemmas facing both students and trainers. Self-directed Learning in Counsellor Training provides a developmental model of self-directed learning together with exercises and methods of facilitating. It looks at ways of managing entry into this form of learning and demonstrates methods of designing courses which reinforce the principles. There is a discussion of the underlying philosophy, the possible outcomes and examples of ways to self and peer assess.

Author:
Publisher:
ISBN:
Category : Catalogs, Publishers'
Languages : es
Pages : 2142

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Author: Stephen J. Ball
Publisher: Routledge
ISBN: 0415675332
Category : Business & Economics
Languages : en
Pages : 330

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Stephen Ball's micro-political theory of school organization is a radical departure from traditional theories. He rejects a prescriptive 'top down' approach and directly addresses the interest and concerns of teachers and current problems facing schools. In doing so he raises question about the adequacy and appropriateness of the existing forms of organizational control in schools. Through case studies and interviews with teachers, the book captures the flavour of real conflicts in schools - particularly in times of falling rolls, change of leadership or amalgamations - when teachers' autonomy seems to be at stake.

Author: Martin Braund
Publisher: Psychology Press
ISBN: 0415321166
Category : Education
Languages : en
Pages : 231

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This book shows how a wide range of contexts for learning science can be used outside of the classroom, and includes learning: at museums, science centres and planetaria from newspapers, magazines and through ICT at industrial sites and through science trails at zoos, farms, botanic gardens, residential centres and freshwater habitats in school grounds. With contributions from well known and respected practitioners in all fields of science education and through using case studies, Learning Science Outside the Classroom offers practical guidance for teachers, assistant teaching staff and student teachers involved in primary and secondary education. It will help enable them to widen the scientific experience and understanding of pupils. The advice in this book has been checked for safety by CLEAPSS.