ISSN: 2310-2799
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546,196 artículos
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Año:
2017
ISSN:
1688-7468, 1688-5287
Núñez Barboza, Gabriela; Etchebehere, Gabriela; Foster, Noelie
Universidad Católica del Uruguay
Resumen
Durante los días 8, 9 y 10 de setiembre de 2016 se realizaron en la Facultad de Psicología de la Universidad de la República (FP-UR), con sede en Montevideo, las VI Jornadas de Primera Infancia y Educación Inicial. Este cuarto encuentro internacional estuvo coorganizado por el Programa Primera Infancia y Educación Inicial del Instituto de Psicología, Educación y Desarrollo Humano (IPEDH) de dicha Facultad, en conjunción con el Instituto del Niño, la Niña y el Adolescente (IIN) y la Organización Mundial de Educación Preescolar (OMEP). Contó con el apoyo de la Comisión Sectorial de Investigación Científica (CSIC-UR) y tuvo como objetivo poner en debate el cuidado y atención a la primera infancia, para resignificar el sentido y la especificidad de esta etapa evolutiva.
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Año:
2017
ISSN:
1688-7468, 1688-5287
Amores Fernández, Francisco Javier; Ritacco Real, Maximiliano
Universidad Católica del Uruguay
Resumen
The principal purpose of this investigation is to describe and evaluate every aspect related to the application of the Initial Professional Qualification Program (PCPI) in the province of Granada, Spain. The work presented here focuses on the analysis of the perceptions of teachers about their specific training in such measures of attention to diversity, and understand the perceptions of students about their implementation and future expectations. The research was developed in 50 educational centers of the province of Granada, starting with a mixed method research. The greatest achievements of the PCPI are the change in attitude of the students towards the study, and that a high percentage obtains the graduate in Compulsory Secondary Education (ESO).
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Año:
2017
ISSN:
1688-7468, 1688-5287
Jiménez Zunino, Cecilia; Giovine, Manuel Alejandro
Universidad Católica del Uruguay
Resumen
This text aims to focus on the graduation of the secondary educational level as a guide for the set of agents’ opportunities to access to decent living conditions. From the specificity of the Córdoba´s empirical case, this article attends to the unequal distribution of secondary school capital between different social classes, and to the behavior that it acquires in the labor market. Starting from a quantitative approach, in which the social space for Gran Córdoba 2003-2011 is constructed, it can be observed the configuration of the school investments of the different social classes of Córdoba. To do this, the study uses the third quarter data exploration of the Permanent Household Survey in the periods 2003-2011, characterizing the present differences in terms of secondary level graduation, and the inequalities associated with possession of the secondary title in the labor market, as well as the evolution during the study period.
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Año:
2017
ISSN:
1688-7468, 1688-5287
Serra, María
Universidad Católica del Uruguay
Resumen
This article explores successful educational experiences of high school students from the Argentinean city of Santa Fe, who live in unfavorable contexts to finish their compulsory education. In order to achieve this objective, interviews were conducted in two local schools, among low income students and middle-class students. This fieldwork allowed to recognize, among other characteristics, that the students of the low sectors perceive the school as a safe place that protects them from the violence of the neighborhood, and where they acquire specific skills and knowledge. Differences were also observed between these students and their middle-class peers, both in the way they establish links between school and other areas of socialization, as well as in their perceptions about knowledge, jobs and college.
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Año:
2017
ISSN:
1688-7468, 1688-5287
Tagle Ochoa, Tania; Díaz Larenas, Claudio; Alarcón Hernández, Paola; Quintana Lara, Marcela; Ramos Leiva, Lucía; Etchegaray Pezo, Paulo
Universidad Católica del Uruguay
Resumen
The purpose of this study was to identify beliefs in relation to teaching and learning held by pre-service EFL teachers from two Chilean universities. The participants were 180 students from first, third and fifth year. Quantitative research methodology and a descriptive-comparative design were implemented. The technique used to gather data was an inventory focused on beliefs regarding teaching and learning (Tagle, 2008). Analysis of variance and post hoc tests were employed to analyze the data. The results show statistically significant differences among the first, and third and fifth year participants in eight out of twelve teaching dimensions included in the inventory. A potential change was identified in prospective teachers’ beliefs, which is associated with their undergraduate training process.
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Año:
2017
ISSN:
1688-7468, 1688-5287
Guevara, Jennifer
Universidad Católica del Uruguay
Resumen
In pre-service teacher education, field experiences have been conceived as training devices. This article examines field experiences as spaces of struggle over the definition of the teaching craft inside a community of practice that constitutes both the context and the content of the training process. From a qualitative ethnographic inquiry, it shows the struggle to banish three "enemies" of the teaching craft at early childhood education: the infantilization, schoolification and mechanization. This article concludes that the way in which the battle is set reproduces the very thing it seeks to banish: stereotypes.
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Año:
2017
ISSN:
1688-7468, 1688-5287
Perines, Haylen
Universidad Católica del Uruguay
Resumen
This article analyzes the concept of knowledge mobilization from its importance as a novel term in the contemporary educational context. The ways in which knowledge is transmitted to the educational community generated the emergence of a growing line of research that analyzes how these knowledges are mobilized from universities and research centers to educational agents and society. Through an exhaustive theoretical review, this paper presents the fundamentals of the concept, describes empirical studies that address it and mentions the suggestions that researchers of the subject themselves made to improve the impact of the mobilization of knowledge in the educational reality.
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Año:
2017
ISSN:
1688-7468, 1688-5287
Peña, Gustavo; Cañoto, Yolanda; Angelucci, Luisa
Universidad Católica del Uruguay
Resumen
Academic Engagement (AE) refers to the physical and psychological resources devoted to academic experience. It is a predictor of learning and personal development, and has three components: behavioral, cognitive and affective. A scale was developed to measure the behavioral dimension of AE. The scale was administered to 906 students in Caracas, after a pilot study, and analyses of reliability, item performance, factorial structure and criterion validity were performed. A factor, defined as Personality Resistant (PR) at an academic level factor, was identified as a reflection of the commitment, control and assertiveness of the student. It is concluded that the scale factor AE and PR are reliable, valid and relevant for predicting academic performance.
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Año:
2017
ISSN:
1688-7468, 1688-5287
Tornero Ochagavia, Bernardita
Universidad Católica del Uruguay
Resumen
Cognitive Acceleration programs have been successful in promoting reasoning skills in school students and in changing the pedagogy of the in-service teachers applying them. The novelty of this study is that it implemented, for the first time, that socio-constructivist approach with prospective teachers. The results suggest that the cognitive acceleration course promoted positive changes in their attitudes about teaching and learning in general and mathematics in particular.
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Año:
2017
ISSN:
1688-7468, 1688-5287
Cabrera Borges, Claudia
Universidad Católica del Uruguay
Resumen
This article presents some of the results of the research conducted within the framework of the doctoral thesis: "The Teaching of Biology in the Night Shift during the First Four Years of Secondary Education." Emphasis is placed on how the institutions studied deploy strategies for promoting the permanence of young people and adults in formal education. The methodological approach corresponds to a case study based on the night shift of three high schools in Uruguay. The results show the challenges faced by those who are in charge of the education of youth and adults, and the actions they take both inside and outside the classroom in order to prevent the students from dropping out.
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