Publication: Contenido basado en competencias: Experiencia con el Módulo de Educación Comparada en la Universidad Católica del Maule
Authors
San Martín, Víctor
item.page.secondaryauthor
item.page.director
Publisher
Universidad Academia de Humanismo Cristiano
publication.page.editor
publication.page.department
DOI
https://doi.org/10.25074/pfr.v0i5.497
item.page.type
info:eu-repo/semantics/article
Description
© 2008 Los autores. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/
This document is the Published Manuscript version of a Published Work that appeared in final form in Paulo Freire. Revista de Pedagogía Crítica. To access the final edited and published work see https://doi.org/10.25074/pfr.v0i5.497
Abstract
Sobre la base del trabajo en equipo este artículo describe el proceso llevado a cabo para desarrollar el nuern módulo de educación comparada que está implementándose en los programas de Pedagogía de la Cni\ersidad Católica del Maule. El objetivo de nuestro trabajo se dirige a implementar un nuevo módulo en el segundo curso del Programa de Formación Inicial de Profesores (FID de aquí en adelante). como ejemplo de innovación desde el contenido curricular impartido en la Facultad de Ciencias de la Educación.
La metodología llevada a cabo por el grupo de trabajo ha sido la colaboración, el trabajo por pares y el trabajo individual. Posteriormente las sesiones de trabajo colaborativo implicaban la puesta en común, la toma de decisiones conjunta y la determinación de tareas futuras para el avance del trabajo. El resultado es la creación de la Guía Didáctica o Syllabus que compromete a la enseñanza del profesorado y orienta el aprendizaje de los estudiantes. Como conclusión se ofrecen los logros y debilidades que como grupo detectamos dentro de la planificación por competencias y, en particular, dentro del módulo de Educación Comparada. ------------------
This study describes the group work procedures carried out in order to develop the new module of Compared Education which is being implemented in the pedagogy program of the Catholic University of Maule, Chile. Our objective is to implement a new module in the second course of the Program of Teachers' initial formation (FID) as an example of innovation of the curricular contents covered in the Faculty of Educational Science. The methodology applied by this work group has consisted of colaboration, pair work and individual work. The work sessions implied to agree on action-taking, decisionmaking and future tasks to proceed with our targets. The result of our work has been the creation of the Didactic guide or Syllabus which deals with the teachers'ways of teaching and orientates the students' learning. As a conclusion we state the achievements and weaknesses which, as a group, we detected while planning for competences and in particular in the module of Compared Education
This study describes the group work procedures carried out in order to develop the new module of Compared Education which is being implemented in the pedagogy program of the Catholic University of Maule, Chile. Our objective is to implement a new module in the second course of the Program of Teachers' initial formation (FID) as an example of innovation of the curricular contents covered in the Faculty of Educational Science. The methodology applied by this work group has consisted of colaboration, pair work and individual work. The work sessions implied to agree on action-taking, decisionmaking and future tasks to proceed with our targets. The result of our work has been the creation of the Didactic guide or Syllabus which deals with the teachers'ways of teaching and orientates the students' learning. As a conclusion we state the achievements and weaknesses which, as a group, we detected while planning for competences and in particular in the module of Compared Education
publication.page.subject
Citation
Paulo Freire. Revista de Pedagogía Crítica , 2008, N. 5, pp. 183-199
item.page.embargo
Collections
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. http://creativecommons.org/licenses/by-nc-nd/4.0/