Conocimientos previos sobre acompañamiento pedagógico: una aproximación a las ideas de los participantes de la 4.ª ronda de la EAP-INTEC
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Date
Subject
Pedagogical accompaniment
diagnosis of knowledge
Dominican curricular reform
Teaching
Constructivism
acompañamiento pedagógico
diagnóstico de conocimientos
reforma curricular dominicana.
diagnosis of knowledge
Dominican curricular reform
Teaching
Constructivism
acompañamiento pedagógico
diagnóstico de conocimientos
reforma curricular dominicana.
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Journal Title
Journal ISSN
Volume Title
Publisher
Instituto Tecnológico de Santo Domingo (INTEC)
Desde la emergencia del constructivismo como teoría de aprendizaje se reconoce que quienes se acercan al abordaje de cualquier carrera poseen preconcepciones, las cuales inciden sobre sus posibilidades de lograr nuevos aprendizajes. Esto sirvió de motivación para la realización de este trabajo, cuyo objetivo se orienta a diagnosticar los conocimientos previos de los participantes de la cuarta ronda de la Especialidad de Acompañamiento Pedagógico (EAP) que se desarrolló en el CEED-INTEC. Esta indagación resulta relevante en el contexto de las reformas curriculares que se implementan actualmente en República Dominicana. La metodología empleada se corresponde con un estudio exploratorio descriptivo a través del cual se les consultó a 23 de los participantes de la EAP, mediante un cuestionario de preguntas abiertas, sobre los conceptos básicos que se manejan en el discurso del programa. Esta consulta se realizó antes de iniciar el proceso de formación dentro de la Especialidad. Para interpretar sus respuestas se hizo un análisis de contenido, cuyos resultaron revelan el uso de un lenguaje parcial de aproximación al concepto, que admite reconocer la necesaria apropiación integral del mismo. Por ende, se considera propicia una metodología de aprendizaje enseñanza basada en la reflexión sobre la propia práctica a fin de alcanzar la movilización consciente de los saberes y significados, como una vía valiosa para regular la actuación en el contexto de las dinámicas escolares actuales.
Since the emergence of constructivism as a learning theory that recognizes those who approach to any career may have preconceptions that affect achieving new learning. This led to the realization of this work whose objectives are aimed at diagnosing prior knowledge of the participants of the fourth round of the Specialty Teaching Accompaniment (EAP), which was developed in the CEED-INTEC. This inquiry is relevant in the context of the curriculum reforms currently being implemented in Dominican Republic.The methodology corresponds to an exploratory study, through which they consulted 23 EAP participants through a questionnaire of open questions, the basic concepts used in the discourse of the program. This consultation took place before beginning the training process within the Specialty. To interpret the answers, it was developed a content analysis strategy, which results reveal the use of a partial language approach to the concept, which supports the necessary comprehensive appropriation. Therefore, it is considered a conducive learning methodology based on teaching reflection of owns’ practice in order to achieve the conscious mobilization of knowledge and meanings, as well as a valuable way to regulate the performance in the context of current school dynamics.
Since the emergence of constructivism as a learning theory that recognizes those who approach to any career may have preconceptions that affect achieving new learning. This led to the realization of this work whose objectives are aimed at diagnosing prior knowledge of the participants of the fourth round of the Specialty Teaching Accompaniment (EAP), which was developed in the CEED-INTEC. This inquiry is relevant in the context of the curriculum reforms currently being implemented in Dominican Republic.The methodology corresponds to an exploratory study, through which they consulted 23 EAP participants through a questionnaire of open questions, the basic concepts used in the discourse of the program. This consultation took place before beginning the training process within the Specialty. To interpret the answers, it was developed a content analysis strategy, which results reveal the use of a partial language approach to the concept, which supports the necessary comprehensive appropriation. Therefore, it is considered a conducive learning methodology based on teaching reflection of owns’ practice in order to achieve the conscious mobilization of knowledge and meanings, as well as a valuable way to regulate the performance in the context of current school dynamics.
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info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
info:eu-repo/semantics/publishedVersion
Source
Science and Society; Vol. 42 No. 1 (2017): Ciencia y Sociedad; 91-105
Ciencia y Sociedad; Vol. 42 Núm. 1 (2017): Ciencia y Sociedad; 91-105
2613-8751
0378-7680
10.22206/cys.2017.v42i1
Ciencia y Sociedad; Vol. 42 Núm. 1 (2017): Ciencia y Sociedad; 91-105
2613-8751
0378-7680
10.22206/cys.2017.v42i1