Publication: La carpeta docente como instrumento de desarrollo profesional del profesorado universitario
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Date
2003
Authors
Cano García, Elena ; Imbernón Muñoz, Francisco
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
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info:eu-repo/semantics/article
Description
Abstract
La carpeta docente o portafolios del profesorado se ha
utilizado más usualmente con fines de acreditación y en
las etapas educativas de primaria o secundaria. En este
artículo se narra la experiencia de la elaboración de car-
petas docentes por parte del profesorado universitario
novel de la Universidad de Barcelona y con una perspec-
tiva diferente, la de formación y desarrollo profesional.
Las carpetas docentes tienen una clara finalidad formativa
y de reflexión sobre la acción y se considera que pueden
contribuir a crear una nueva cultura docente que, a su
vez, colabore a desarrollar procesos de enseñanza más
reflexivos y más acordes con las exigencias de la nueva
sociedad del conocimiento.
Teaching portfolios have been most commonly used as a means to a qualification and during the stages of Primary and Secondary education. This paper belts about the expe- rience of creating teaching portfolios. This was done by professors at Barcelona University with a different perspective; for professional education and development. The purpose was to generate reflection about actions and we consider that the can help to create a new teaching culture that collaborates in the development of more reflective teaching more in tune to the needs of students and today’s society.
Teaching portfolios have been most commonly used as a means to a qualification and during the stages of Primary and Secondary education. This paper belts about the expe- rience of creating teaching portfolios. This was done by professors at Barcelona University with a different perspective; for professional education and development. The purpose was to generate reflection about actions and we consider that the can help to create a new teaching culture that collaborates in the development of more reflective teaching more in tune to the needs of students and today’s society.
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Citation
Revista interuniversitaria de formación del profesorado, V. 17(2), N. 47, 2003
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