Publication: El siempre complejo quehacer de la docencia... y más ante vientos de cambio
redefinición de roles docente-discente
Authors
Isidro de Pedro, Ana Isabel ; Esteso Díaz, Miguel Angel
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Publisher
Servicio de Publicaciones. Universidad de Murcia
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DOI
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info:eu-repo/semantics/article
Description
Abstract
El eterno debate entre formación generalista versus
formación especializada cobra de nuevo actualidad,
impulsado por los nuevos vientos de reforma universitaria
europea. Hoy no es suficiente adaptarse al cambio, yéndole
a la zaga, sino que toda formación debe permitir prever el
cambio, con el fin de orientarlo y controlarlo. Para ello se ha
de procurar que los alumnos se pertrechen con las
capacidades, habilidades, competencias y conocimientos
que, a modo de herramientas materiales y conceptuales, le
permitan ir organizando su propia formación a medida que
las exigencias lo demanden. Estos cambios redefinen
también el rol del profesor quien, en muchos casos, habrá
de superar inercias esterilizantes para enfocar el cambio
como una fuerza positiva y estimulante.
The sempiternal discussion generalizing formation versus specialized formation goes again in fashion promoted by the new winds of European university reform. Today it is not enough to be adapted to the change, by going at its rear, on the contrary all formation must allow foreseeing the change, in order to guide it and to control it. To do this it is necessary to try that pupils to be supplied with the capabilities, the abilities, the scopes and the knowledge which, like both material and conceptual tools, permit them to organize their own formation according to the forceful demands. These changes also redefine teacher’s role who, in many cases, must overcome sterilizing inertias to focus the change as a positive and stimulating force
The sempiternal discussion generalizing formation versus specialized formation goes again in fashion promoted by the new winds of European university reform. Today it is not enough to be adapted to the change, by going at its rear, on the contrary all formation must allow foreseeing the change, in order to guide it and to control it. To do this it is necessary to try that pupils to be supplied with the capabilities, the abilities, the scopes and the knowledge which, like both material and conceptual tools, permit them to organize their own formation according to the forceful demands. These changes also redefine teacher’s role who, in many cases, must overcome sterilizing inertias to focus the change as a positive and stimulating force
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP, V. 8, N. 1, 2005
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