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- ItemA Case Analysis Methodology to Guide Decision Making in the Schooling Context(Springer Cham, 2023) Marchant Araya, María Paola; Förster Marín, CarlaThis chapter addresses a look at the analysis of problems in educational contexts oriented towards evidence-based decision making. Its purpose is to provide management and research teams with a tool to systematize information from an institution, a program or project, articulate said information with the conceptual frameworks associated with the subject, and raise critical knots based on reflective analysis and propose solutions and actions for change. This method defines three stages: the construction of the case, the analysis, and the improvement proposal. For each stage, its characteristics, how to carry them out and a real example are developed. Finally, some ethical considerations that must be safeguarded are indicated, what elements the report must have and some limitations to consider.
- ItemAfterword charting the path forward: Teacher education, practice, and pedagogy(Taylor and Francis, 2024) Veliz, L.; Barahona, Malba; Darwin, S.As we conclude this volume, it is useful to critically reflect on the analytical journey we have undertaken throughout these 14 chapters. This book sought not only to provide a critical examination of the contemporary state of English language teaching (ELT) and teacher education in Chile but also to engage in a deeper and more meaningful dialogue about the possibilities for transformative practice in this vital and largely unexplored educational space in the country.
- ItemAnálisis de un proceso de práctica profesional orientado a la reflexión docente(2017) Rivas Catricheo, Hernán; Vásquez Ortiz, Claudia; Pincheira Hauck Nataly Goreti; Contreras, J. M.; Arteaga, P.; Cañadas, G. R.; Gea, M. M.; Giacomone, B.; López Martín, M. M.La reflexión sobre la práctica es reconocida como una competencia importante en losprocesos de formación inicial y continua del profesorado. En el caso de la formacióninicial, la práctica profesional constituye una instancia privilegiada para favorecer procesosreflexivos, dada la oportunidad que tienen los futuros profesores de asumir por completo elrol de profesor en espacios naturales de enseñanza. Sin embargo, se requiere contar conherramientas que orienten una reflexión fundada. En este estudio aplicamos la noción dehecho didáctico significativo en conjunto con una guía de reflexión, ambos basados en lanoción de idoneidad didáctica, con el fin de orientar el análisis y la reflexión durante unproceso de práctica profesional enfocado en la enseñanza de la matemática.
- ItemAnalyzing Learners’ Perception of Indicators in Student-Facing Analytics: A Card Sorting Approach(Springer, 2023) Villalobos E.; Hilliger, Isabel; Perez-Sanagustin M.; González Ugalde, Carlos; Celis S.; Broisin J.Many studies have explored using different indicators to support students’ self-monitoring. This has motivated the development of student-facing analytics, such as dashboards and chatbots. However, there is a limited understanding of how learners interpret these indicators and act on that information. This study evaluates different indicators from a student perspective by adapting the card sorting technique, which is employed in Human-Centered Design. We chose eight indicators based on different comparative reference frames from the literature to create 16 cards to present both a visual and a text representation per indicator. Qualitative and quantitative data were collected from 21 students of three majors at two Latin American universities. According to the quantitative results, students’ agreement level about the indicators’ interpretability and actionability was relatively low. Nonetheless, the indicators that included temporality were found to be less interpretable but more actionable than those that did not. The analysis indicates that several students would use this information to improve their study habits only if their performance in the course is lower than expected. These findings might be used as a starting point to design student-facing analytics. Also, adapting the card sorting technique could be replicated to understand learners’ use of indicators in other TEL contexts.
- ItemAprendizaje activo y pedagogías de la práctica para la formación inicial de educadoras y educadores(Ediciones UC, 2021) Meneses, Alejandra; Strasser, Katherine; Barra, Gabriela
- ItemAvanzando al desarrollo académico: programa de mentorías con enfoque de género(Ediciones UC, 2024) Véliz Calderón, Daniela Ximena; Muñoz García, Ana Luisa; Trebisacce Marchand, Catalina; Pontificia Universidad Católica de Chile. Facultad de Educación"Desde hace medio siglo los feminismos habitan las academias. Trabajan sostenidamente en la adversidad de los márgenes y contra la subestimación que arroja nuestras perspectivas a los confines de las bibliografías complementarias de los programas de formación. Durante todas estas décadas hemos aprendido a pensar desde epistemologías críticas y a desarrollar éticas de trabajo que procuran navegar a contrapelo de las lógicas del mercado del conocimiento. El feminismo está en el corazón de cómo generamos conocimiento, cómo escribimos, cómo citamos, cómo y con quienes trabajamos, cómo publicamos, hablamos y hacemos sentido del mundo. Este libro es una reflexión situada en el contexto de nuestro sur global, colonizado, sometido al neoliberalismo y amedrentado por las nuevas derechas. Desde aquí pensamos en torno a las experiencias de participación de los saberes feministas en las universidades y en las lógicas de producción de conocimiento en dichos espacios. Hacemos una cartografía de experiencias disímiles que, sin embargo, hacen eco aquí y allá, en diferentes puntos del continente. Lejos de producir voz homogénea en la discusión sobre género, este libro muestra, a lo largo de sus secciones y capítulos, una diversidad de aproximaciones y discusiones sobre género y/o feminismos en educación superior. No toda la discusión a este respecto se posiciona explícitamente desde teorizaciones feministas y sabemos que en los procesos de construcción de conocimiento nada está finalmente resuelto y cerrado. Cuando pensamos que avanzamos hacia una conclusión, nos encontramos con aperturas que nos dirigen a otros conocimientos, otras preguntas, otras ideas, y otras voces emergen. Tenemos el convencimiento de que siempre existe la posibilidad de dar vuelta una idea, desarrollar una perspectiva conceptual o teórica diferente frente a una problemática. La genealogía del trabajo feminista nos ha enseñado a volver a pensar y retrabajar historias, ideas, teorías y conceptos más de una vez. Resignificar y reescribir el conocimiento es parte de la tarea. "Feminismos en el umbral de la academia" representa complicidades para imaginar lo (im)posible desde los feminismos en la construcción de conocimiento en las universidades en un contexto de avances de políticas e iniciativas de género que convive con una agenda antigénero. A pesar y en contra de la indiferencia, la marginación y la persecución del pasado y del presente, los feminismos habitan nuestras universidades tensionando y traspasando los umbrales de la academia, con estrategias para sortear las ficcionales fronteras epistémicas, burocráticas, formales y políticas, construidas para dejarnos fuera.
- Item¿Cómo cambian los profesores con la práctica reflexiva?(Ediciones UCSH, 2008) Beas Franco, Josefina; Thomsen Queirolo, María Paulina; Gómez Nocetti, Viviana
- Item¿Cómo mejorar las prácticas progresivas en la formación inicial docente? Sugerencias de distintos actores.(2023) Gómez Nocetti, Viviana De Lourdes; González Vallejos, María Paz; Gómez Zaccarelli, Florencia Sofía; Guzmán Córdova, Pilar; Red de Estudios Latinoamericanos en Educación y Pedagogía (RELEP)Buscando coincidencia entre actores, se solicitó a los coordinadores de práctica, a los supervisores y a los estudiantes en proceso de prácticas de cinco universidades chilenas, acerca de sus sugerencias para mejorar las prácticas progresivas que les ofrecen los programas de formación. La técnica de análisis temático permitió reconocer las principales áreas de preocupación, encontrando coincidencias respecto a la elección de centros, una progresión más clara y formación de supervisores y mentores.
- ItemConclusion: Citizenship Norms Endorsement Among Grade 8 Students(Springer, Cham, 2021) Treviño Villarreal, Juan Ernesto; Carrasco, Diego; Claes, Ellen; Kennedy, Kerry J.; Treviño Villarreal, Juan Ernesto; Carrasco, Diego; Claes, Ellen; Kennedy, Kerry J.This chapter presents the main findings concerning citizenship norms among young adolescents using IEA’s International Civic and Citizenship Education Study (ICCS) 2016 data. It discusses the results and their main implications for research. Advice for policy and practice is provided. In general, the analyses show that, internationally, most young people are classified in the comprehensive, socially-engaged, or duty-based profiles, which theoretically are more aligned with democratic systems. The endorsement of certain citizenship norms does not automatically guarantee that comprehensive, socially-engaged, and duty-based young people score high on all democratic outcomes, such as support towards equality of rights for minority groups or anti-authoritarianism. Monitorial and anomic groups are overall less frequently found among young adolescents. Analytically, the use of multigroup latent class models allows us to show that citizenship norms are an international phenomenon and can be investigated regionally. Finally, we discuss the implication of the results for future research. Given current worldwide challenges, what is citizenship in an interconnected world?
- ItemContribuciones del lenguaje al aprendizaje en ciencias de estudiantes de 4º grado(CIIPME, 2022) Meneses, Alejandra; Montenegro, M.; Acevedo, D.; Hugo, E.; Figueroa, J.
- ItemConvergence of Digital Technologies in Science Teaching at School(Springer Nature, 2024) García-Martínez, Álvaro; Struchiner, Miriam; Quintanilla Gatica, Mario R.; Abella, Sandra; Abella-Peña, Leonardo; Rodríguez-Malebrán, Mariano; Dos Santos Neto, RaulThis chapter presents the convergence of digital technologies applied in four experiences of interaction in science education. The first experience presents the potential of the interaction forums of virtual social networks in the context of physics explored through a science fiction film. The second summarizes the development of a video game for mobile devices focused on the recognition of biological controllers. The third and fourth sections present the design and application of online role-playing video games to teach about wetland ecosystems and to develop the concept of discontinuity of matter, respectively. Each of the experiences presents its objectives, scope, and limitations, together with reflections and projections of the work done, with the intention of offering the reader possible scenarios for future or current research in the field.
- ItemCultivating a Critical Gaze: Managing Technicality in Ancient History Teaching(Cambridge University Press, 2024) Hao, J.; Martin, J. R.In this chapter we explore the teaching of ancient history in an Australian junior secondary school classroom, focusing particularly on how the knowledge of government in city-states in Ancient Greek are developed. We show that an important part of knowledge building in ancient history involves ‘factoring out’ the meanings which are condensed in technical terms – characterised informally as ‘flexi-tech’ because of the weakly classified nature of the terms. Throughout two history lessons, the teacher guides the students to think ‘critically’ about how types of government are categorised. We show that while Spartan government is referred to in different pedagogic materials as a monarchy, an oligarchy, or a military state, as the lessons unfold the teacher repositions Spartan government as a complex structure – comprising elements of different kinds, including specific elements of democracy. Our analysis focuses on how this repositioning is achieved and what kind of ‘critical thinking’ is involved.
- ItemDesigning physical learning environments to improve preschool education(Routledge, 2021) González Ramos, Alberto; Manns Gantz, Patricia KarinaThe United Nations, Australia Post, and governments in the UK, Finland, Taiwan, France, Brazil, and Israel are just a few of the organizations and groups utilizing design to drive social change. Grounded by a global survey in sectors as diverse as public health, urban planning, economic development, education, humanitarian response, cultural heritage, and civil rights, Design For Social Innovation captures these stories and more through 45 richly illustrated case studies from six continents.From advocating to understanding and everything in between, these cases demonstrate how designers shape new products, services, and systems while transforming organizations and supporting individual growth.
- ItemDimensiones del talento a la base de la figura del profesor talentoso: propuesta teórica desde un paradigma diverso(Octaedro Editorial, 2023) Catalán Urbina, Marco; Jurado de los Santos, PedroAssuming the presence of the talented teacher in the field of teacher training implies determining the way in which his talent is characterized. For this, it is essential that the perspective of talent that is considered has an integral nature, as long as it admits a wide diversity of capacities and abilities typical of the teaching work. In turn, it is expected that such qualities can be identified, detected and developed in those who are postulated as potential talented teachers, as long as they have been able to manifest them in a stage prior to the election and admission to the career. The review of the specialized literature has led to the identification of six groups of teaching competencies that would contribute to the figure of the talented teacher (social, emotional, cognitive, didactic/pedagogical, disciplinary, and professional), which has led to a theoretical proposal regarding to the composition of the talent to the base of this type of teachers. Thus, in this context, there are three key dimensions of talent: academic talent, pedagogical talent and socio-emotional talent. The characterization of each of these dimensions is exposed, emphasizing the importance of acting in a virtuous and complementary way, as well as discussing the need to find the most appropriate mechanisms to detect them and manage their development in future teachers.
- ItemDimensiones del talento a la base de la figura del profesor talentoso: propuesta teórica desde un paradigma diverso(Octaedro Editorial, 2023) Catalán Urbina, Marco; Jurado de los Santos, PedroAssuming the presence of the talented teacher in the field of teacher training implies determining the way in which his talent is characterized. For this, it is essential that the perspective of talent that is considered has an integral nature, as long as it admits a wide diversity of capacities and abilities typical of the teaching work. In turn, it is expected that such qualities can be identified, detected and developed in those who are postulated as potential talented teachers, as long as they have been able to manifest them in a stage prior to the election and admission to the career. The review of the specialized literature has led to the identification of six groups of teaching competencies that would contribute to the figure of the talented teacher (social, emotional, cognitive, didactic/pedagogical, disciplinary, and professional), which has led to a theoretical proposal regarding to the composition of the talent to the base of this type of teachers. Thus, in this context, there are three key dimensions of talent: academic talent, pedagogical talent and socio-emotional talent. The characterization of each of these dimensions is exposed, emphasizing the importance of acting in a virtuous and complementary way, as well as discussing the need to find the most appropriate mechanisms to detect them and manage their development in future teachers.
- ItemDisentanglements(2019) Matus Cánovas, ClaudiaThis chapter argues that the production of ethnographies can be a critical source for informing policy design on issues of diversity and inclusion. Ethnography from a post-representational perspective and the implications for the ways we conceptualize and represent issues of difference in school contexts and policy-making are explored. In making sense of the possibilities ethnographic research practices afford for informing policy design, the chapter engages in the exploration of new ways of thinking and researching inequalities, and the possibilities of change and transformation they might bring. I contend that the regulation of subjectivities through specific meanings of normalcy and difference leaves no opening for active politics. This chapter intends to advance on more creative ways to achieve social transformation.
- ItemEarly Career Academics and Internationalization(2023) Flander, Alenka; Guzmán Sobarzo, Pamela Beatriz; Probst Schilter, Carole; Tulppo, Paula; Da Wan, ChangThis chapter focuses on internationalization trends of early career academics based on the Academic Profession in the Knowledge-based Society (APIKS) global survey, involving 34,674 academics across 16 countries. The 16 countries are further categorized into: advanced, emerging European, and emerging non-European. Among the participating academics, 15,871 (45%) were early career academics. Based on these participants, this chapter examines the extent of internationalization in the training background of early career academics, as well as in their current activities of teaching, research, and external engagement. In terms of background and training, we found that across all countries, a greater number of senior than early career academics obtained their doctoral degree from a different country to the one they are working in. Specifically in teaching, we examine the international perspective, content, and student body. In research, we explore collaboration with international colleagues, characterization of primary research, publications, co-authorship, and research funding. In external engagement, we delve into the contribution to external international society. Overall, this chapter highlights various trends of internationalization within and across the three categories of countries, and underlines illuminating key factors that support as well as challenge the extent of internationalization of early career academics.
- ItemEducación Parvularia: Análisis y desafíos pendientes(Ediciones UC, 2024) Rodriguez Aceituno, Pamela Francisca; Balladares Hernandez, Jaime Andres; Sánchez Diaz, Ignacio
- ItemEducating in politics, democracy and citizenship: the challenges of Chilean Catholic schools(Springer, 2021) Mardones Zúñiga, Rodrigo; Marinovic Guijón, AlejandraAnalyzing the Chilean case in the last twenty years, the chapter critically evaluates the teachings of the Pontifical Magisterium that define the identity of Catholic education. The focus is on the declared guidelines of Chilean public policy for citizen education and the preliminary evidence reported by international measurements in the field.
- ItemEl lenguaje académico como catalizador de la equidad en la educación escolar(The Wac Clearinghouse, 2021) Meneses, Alejandra; Uccelli, Paola; Ruiz, MarcelaActualmente, el aprendizaje de la escritura académica se considera un requisito fundamental para desenvolverse adecuadamente en contextos especializados de comunicación. Sin embargo, muchos estudiantes llegan a la universidad sin las habilidades de lenguaje necesarias para participar exitosamente en actividades de aprendizaje y evaluación. Las nuevas políticas educativas han promovido un acceso masivo a la educación superior, lo que ha aumentado la diversidad lingüística en el aula y con ello los desafíos de enseñanza del lenguaje académico. Si bien se cuenta con numerosos estudios sobre escritura académica en niveles universitarios, el desarrollo del lenguaje académico en edades escolares ha sido escasamente investigado. En este capítulo, se presenta el constructo de lenguaje académico transdisciplinar, así como evidencias empíricas sobre los desempeños de escolares chilenos. Además, se releva la contribución de estos desempeños en la comprensión lectora y en el aprendizaje de las disciplinas. El lenguaje académico es propuesto como catalizador de la equidad en contextos escolares.