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546,196 artículos
Año:
2019
ISSN:
2304-4322, 1019-9403
Cornejo Espejo, Juan
Pontificia Universidad Católica del Perú
Resumen
The article, the results of a study carried out with academic teacher educators of the Universidad Católica del Maule, to which a survey was applied based on a Likert scale, seeks to reveal their opinions in relation to educational inclusion, the links that establish between NEE and inclusion, the recognition of other groups that are subject to exclusion and / or discrimination in school systems, the critical knots involved in the attention of some of these groups and the training possibilities offered by their institution in this field. Among the main findings are the expansion of inclusion ideas that, in the opinion of these academics, has resulted in concern for other groups subject to exclusion, not limited to the care of students with NEE. In addition, they conclude that the future teachers trained by the Universidad Católica del Maule, although they are sensitive to the subject, do not yet have sufficient competences to implement effective inclusive projects and tools to work with diverse school communities.
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Año:
2019
ISSN:
2304-4322, 1019-9403
Vásquez Espinoza, Paola
Pontificia Universidad Católica del Perú
Resumen
This paper explains how a university is utilizing an inclusive education approach to help a student who has a condition of intellectual disability. We propose that neocortical development is different for every individual, which means that internal processes are being conditioned by external influences. By the same token, we have analyzed the current local regulations and norms regarding the concept of disability; in particular in reference to inclusion for students with special needs at the university level. Consequently, a research has been carried out to figure out the regulations that would help us interpret these aspects of especial education in Peru, as well as in Spain and Chile. Likewise, we propose that a closer look at the social aspects of the neurosciences would help create the appropriate space for educational inclusion in Peru.
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Año:
2019
ISSN:
2304-4322, 1019-9403
Atorresi, Ana; Villegas, Frank; Pardo Adames, Carlos
Pontificia Universidad Católica del Perú
Resumen
The writing test of the Third Comparative and Explanatory Study implemented by the Latin American Laboratory for Assessment of the Quality of Education constitutes one of the few international experiences of large-scale assessment of writing. In order to strengthen these experiences, the theoretical framework adopted in this test, the task applied, the rubric and the coding process are reviewed, combining qualitative and quantitative techniques. The results show problems related to validity and reliability, and allow to formulate recommendations for future international assessments of writing. These include an articulation between the theoretical framework, the objectives and the scope of the assessment, a process of thorough review of the topics and syntax of the prompts, and the use of strategies to obtain evidences of validity and reliability at the different stages of the assessment process.
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Año:
2019
ISSN:
2304-4322, 1019-9403
García Ponce, Isabel; Vecorena Sánchez, Norma; Velasco Ordóñez, Elisa
Pontificia Universidad Católica del Perú
Resumen
This research is framed in the context of the Peruvian public education, where the teaching of the English language has been the objective of unsuccessful reforms aimed at improving the situation of oblivion in which it has been for decades. At a time when the Ministry of Education has launched a new policy to ensure that all students who graduate from public school can express their ideas efficiently in English, it is advisable to know the effectiveness of these changes. Using data collected from the protagonists, this study gives account of the factors that are facilitating or impeding its implementation, as well as their early successes, to identify useful elements for decisions that ensure the quality of the teaching of English in public schools.
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Año:
2019
ISSN:
2304-4322, 1019-9403
Escobar-Castellanos, Blanca; Jara Concha, Patricia
Pontificia Universidad Católica del Perú
Resumen
Changes in conceptions of providing and managing care have raised the need to modify nursing curricula to achieve significantly, the profile of the new nurse, and incorporate it into the workplace, with knowledge, skills and attitudes, that allow it to perform efficiently, with quality, greater scientific basis and modern management knowledge. The purpose is to propose learning strategies from the philosophical perspective of Patricia Benner that allow their development and contribute to the comprehensive education of the nursing student facilitating their transition from student to professional. The proposed learning strategies promote and encourage the development of skills by favoring the competence of the student, through the analysis, reasoning and argumentation of own phenomena of nursing, developing an autonomous and innovative clinical practice.
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Año:
2019
ISSN:
2304-4322, 1019-9403
Espinoza Freire, Eudaldo Enrique; Ricaldi Echevarria, Myrian Luz
Pontificia Universidad Católica del Perú
Resumen
The general intellectual abilities constitute the premises for the formation of professional abilities and competences; however, there are shortcomings in its implementation since basic education. This study was carried out with the objective of characterizing the development process of these skills in the students of the basic schools of Machala. The methodological strategy responded to the quantitative-qualitative paradigm, systematized through the methods of scientific observation, phenomenological, hermeneutic and statistical; the information collected through the application of the observation guide to 12 classes and the interview with 40 randomly selected teachers were summarized through tables and statistical figures. The findings allowed concluding that there are limitations in the intentionality of the development of general intellectual abilities.
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Año:
2019
ISSN:
2304-4322, 1019-9403
González Castro, Claudia; Cruzat Arriagada, Marcela
Pontificia Universidad Católica del Perú
Resumen
Educational innovation is a relevant aim for higher education institutions, especially for teacher training institutions, due to the impact on the educational system of a country. This study of educational innovation state, among their pedagogical careers, was made by Universidad de Los Lagos, regional university in the chilean city of Osorno. Through the analysis of academics interviews and the institutional documents review, it was concluded there are difficulties defining the innovation concept; that innovation in pedagogical careers starts with curricular innovation driven by the institutional model on competences-based education; and that the experiences of teaching innovation are, mainly, silent innovations.
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Año:
2019
ISSN:
2304-4322, 1019-9403
Landín Miranda, Ma. del Rosario; Sánchez Trejo, Sandra Ivonne
Pontificia Universidad Católica del Perú
Resumen
One of the methods that has allowed us to explore in a different way our knowledge about teaching practice and education in general has been the biographical-narrative. We consider that the biographical-narrative method leads us to capture that genuine knowledge that a subject constructs from his experience lived in different spaces and times, allowing us to understand the true essence of education. In this work we integrate part our research experience with this method, addressing its contributions in the field of education, the obstacles to its development and its recognition as a different way of generating knowledge.
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Año:
2019
ISSN:
2304-4322, 1019-9403
Rabelo, Amanda Oliveira
Pontificia Universidad Católica del Perú
Resumen
In order to understand how «gendered» male and female teachers think, we will study the general concepts of representation by analyzing the production and processing of these concepts, because representations outspread by society carry prejudice and categorizations that are, somehow, embodied by teachers. Therefore, we need to know how representations can be absorbed, denied or shared. Accordingly, we have performed a literature review on publications about representations based on many approaches, which were divided into two blocks of analysis: conceptualization of social representations and complex representations. The analysis showed that based on common sense a common way, but these factors bring along peculiar practices of each individual or teacher that are loaded with their ways of thinking.
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Año:
2019
ISSN:
2304-4322, 1019-9403
Cavero Carrasco, Ranulfo
Pontificia Universidad Católica del Perú
Resumen
The aim of this research is to analyze and to understand the thoughts of the excellent teacher Luis E. Galván Candiotti from Ayacucho (Peru) about education and especially on the indigenous education, in the first six decades of the 20th century. For this, we had to distinguish two stages in his thought and behavior: from 1925 until he was the Director of Indigenous Education of the Department of Public Instruction (1931-1932), whose production was more ideal (especially recounted to the indigenous education) and after this period till when he expired in 1966. The teacher Galván belongs to the early generation of intellectual indigenists from Ayacucho, and inside the national context, his thought is given during theexecution of two national educational projects: the «civilista» until 1940 and the «indigenista» from 1941. Our theoretical basis is founded basically in Pierre Bourdieu thoughts about «intellectual field» (2002), to Carlos Altamirano «on the intellectuais» (2013) and Gerardo Perafán on «teacher thinking» (2005). For the analysis and interpretation of Galván thoughts, we constructed categories or dimensions on the basis of the checked sources: basically bibliographical resources, journalistic material and documentary evidence. They were evaluated and submitted to the historical criticism. The indigenist teacher assumed fully the influence of the New School and related the «indigenous problem» to the «national problem». Peru was one of the most important early prefaces from the «education for Indians» to the bilingual education and then to the intercultural education.
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