Biblioteca Digital USB - Universidad de San Buenaventura ::Buscando por browse.metadata.subject "Actitudes del docente"

Examinando por Materia "Actitudes del docente"

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Acceso abierto
A fuerza de escuela: imágenes de la escuela a través de una experiencia docente
(2017) Castaño Peláez, Juan Fernando; Ospina Álvarez, Teresita
The present text is born of the pedagogic reflection that happens in a teaching experience, which has occurred into a constant movement, for the situations that give place to the life in the school, to the relations restored with the students, and to the ways that give place to think about “other ways” of doing presence inside the educational Institution called School. The above mentioned experience will be narrated in three moments, namely: The present as Pretext, to Resign or to Re-enunciate the voice of the teacher, and the teacher inventor: Three moments that are constituted in evocative ways of approaches and perceptions across which the teacher is assuming for proper account its experiences, the forms in which he decides to be in the classroom: as life history, like action in movement, like possibility of change. For such an effect, there will appear words that are proper, words of others that personify in themselves affinities, across authors like Mélich (1994), Masschelein (2014), and Ranciére (1998), who with its echoes accompany, the voices of those that have made opportunities and challenges possible, for the present pedagogic reflection. It is a question then of counting; of setting in words, the experience of a meeting, or as Larrosa (2001) says, a reunion with the infancy, that is to say, when the meeting with the infancy makes us think and translate this thought in words, then perhaps what we do is a philosophy, although we do not know it. “Nothing of what is quoting continuously the infancy is true; only this it is what, her meeting again, the account”. The infancy as figure of event, of movements and of changes.
Acceso abierto
La actitud del docente frente a la gestión y desarrollo curricular y su incidencia en la formación
(2017) Posada Vélez, Sandra María; Arroyave Giraldo, Dora Inés
Making a research in an educational institution dedicated to formal education for adults, which actually serves a number of population characteristics that speaks of the diversity and plurality of our city and not just as human groups, but as beings that are part of world that provides external stimuli and meet their internal stimuli leading them to give one answer or another, to take one or another decision. It is for this reason that the need to understand in what sense the teaching attitude in the development and curriculum management affects the learning of students and reach to boost a change of attitude that recognizes the responsibility of teachers in teaching the other arises and in turn generate individual and social transformation responsibly. They were carried out activities that helped this understanding as a documentary research, direct observation, student survey, focus group with teachers, interviewing managers and others. Strategies and methodologies that provided information allowing closer to the object of analysis. Thanks to the analysis of the results, the conclusion, the importance of awareness against the educational process, recognizing that learning is more meaningful and important and when there is among them a desire, an interpersonal relationship of respect to be different, is highlighted and seek new challenges seeking help solving problems, and allow autonomously to do with knowledge.
Acceso abierto
El bibliobanco, una estrategia de resignificación del espacio pedagógico: sistematización de una práctica
(2015) Gómez Vélez, Ángela María de la Cruz; Arias Vanegas, Beatriz Elena
En la construcción permanente de mí día a día, he ido entendiendo que la tarea de ser maestro es ver más allá de lo que se nos presenta cuando llegamos a una institución educativa, es poder comprender que gran parte de nuestra preparación académica y profesional se evidencia, cuando hacemos del espacio escolar un lugar divertido y soñador para quienes habitan las escuelas. Es así como surge este proyecto, donde se crea un bibliobanco como pretexto para resignificar una parte del espacio pedagógico, y digo una parte, porque solo me referiré en el transcurso de este texto, a un salón de clase que después de ser modificado en su interior, deja al descubierto algunas tareas olvidadas como el hacer reingeniería interior, si así podríamos decirlo, dentro de un salón cuya intencionalidad sea el proporcionar el tránsito social y de aprendizajes que más adelante contribuirán a la construcción del ser como sujeto para ubicarse en su propio espacio.
Acceso abierto
¿Cómo incide el acompañamiento familiar en el proceso cognitivo de los niños y las niñas del grado transición de la Institución Educativa Francisco Miranda de Medellín?
(2018) Romero Villegas, Karen Eliana; Mario Sánchez, María Alejandra; Zapata García, Lina María; Cárdenas Guzmán, Mariela
The family support during cognitive processes is an invitation to link parents with the processes children adquire from the family-school relationship. This was the result of a an educational research which envolved the family, the children and the kindergarten teachers of such institution with the purpose of identifying and knowing the experiences and learnings the children have acquired at home and school. The methodology used was a semi- structured interview in which the questions reflected the process, development, result and the analysis the teachers and parents use to educate and guide their children, as well as an interactive method and an observation guide to evaluate the cognitive knowledge the children have in the education field
Acceso abierto
Demandas socioeducativas que debe atender la docente de preescolar para la enseñanza de la lectoescritura
(2014) Henao Bravo, Maribel; Yepes Cardona, Luisa Fernanda; López Rendón, Olga Lucía
El siguiente trabajo plantea las demandas socioeducativas que debe atender la docente de preescolar para la enseñanza de la lectoescritura, dado que en la actualidad inquietan a los docentes un sinfín de demandas y expectativas, las cuales radican más que todo en afrontar los retos que la sociedad y la educación ha heredado. Por enunciar algunas como las nuevas tecnologías, los cambios en la educación, los avances científicos, las nuevas estructuras familiares, los diferentes métodos lectoescritores para llevar a cabo la enseñanza, las exigencias dentro de la institución, los contextos sociales de los estudiantes, los conocimientos de las docentes, los cambios y evoluciones en la sociedad, entre otros, que hacen parte pues, de los retos que se debe ir asumiendo mientras se va ejecutando la labor docente, y repercuten en el proceso lectoescritural de la primera infancia. Dado que el mundo de hoy requiere docentes con una gran capacidad de responder con sentido a todas las demandas que han surgido desde el medio social y educativo, ya que su tarea no solo radica en facilitar la información como se ha creído, sino en atender un complejo mundo de interacciones y necesidades.
Acceso abierto
La escuela como un lugar fecundo : ser fecunda en una realidad pedagógica
(2018) Palacio Taborda, Lina María; Ospina Álvarez, Teresita
This article aims to show a relationship between fertility and school, understanding the latter as an ideal space to receive lives, is a reflection that is born from the experience of a pregnancy, as it happens and affects the formative process of a teacher, At the same time as it is based on studies related to the conception of the school, origin, methodologies, and the relationship birth - school, fecundity - school, makes a slight criticism to the current education system, its traditionalist models and some of its main actors ; All developed from a parable of the school as a place to fecundate
Acceso abierto
Formación de arquitectos por competencias laborales: una propuesta a la luz de la especialización en docencia universitaria de la Universidad de San Buenaventura
(2014) Trujillo Henao, Gloria Luz; Domínguez Ceballos, Diego Alberto
Esta investigación pretende enfocar los contenidos de las “Competencias Laborales” del Arquitecto Colombiano, educado para adaptarse y transformarse al servicio de su profesión según la PAIDEIA FRANCISCANA; con base en el marco jurídico exigido por el Legislador LEY 435 DE 1998 (CONGRESO COLOMBIANO, 1998) y los entes reguladores de los estándares de calidad para los programas de pregrado en Arquitectura asentados en el decreto 2802 de 30 de diciembre de 2001, y de los decretos 936, 937, 938, 939 y 940 del 10 de mayo de 2002 y propone unos contenidos curriculares para la elaboración de en una propuesta pedagógica socio crítica e investigativa.
Acceso abierto
Gestión educativa: nuevas tendencias gerenciales en educación
(2012) Arroyo Hernández, Claudia Patricia; Vélez Holguín, Rosa María
Esta investigación se desarrolló para comprobar cómo la aplicación de la nuevas tendencias gerenciales en educación son estrategia pedagógica para los docentes, incidiendo en el mejoramiento del aprendizaje de los estudiantes, propiciando ambientes educativos que posibiliten un desarrollo integral del educando y el fortalecimiento de los nuevos avances tecnológicos. En directivo, docentes y estudiantes de la institución educativa Rural Montenegro, en la cual viene presentando una mal manejo de las nuevas tendencias gerenciales en educación entre sus integrantes, que también afecta de manera directa e indirecta el rendimiento académico, la articulación del P E I, con el uso de estas herramientas. También pretende establecer si los estudiantes, docentes y directivo adquieren de una manera más eficiente los conceptos científicos mediante una herramienta de aprendizaje.
Acceso abierto
Los imaginarios de los docentes sobre el buen vivir
(2017) Arango Palacio, Yuliana; López Ospina, Karen; Suárez Uribe, Viviana Marcela; Vega Pérez, Ángela María; Cárdenas Guzmán, Mariela del Claret
In this research we analyze the imaginaries about the good life that the teachers have in their pedagogical practices of the Preschool Small Stimulation Center and the Educational Institution José Eusebio Caro in the degrees of transition. With what is initially intended to identify, describe and compare the imaginary of teachers in the realm of the public and private school. The theme of the work is born of resuming the term of Good Living, from its origins in the indigenous populations. Also transfer them to the stage of pedagogy. The type of research of the present work is the qualitative methodology, since it looks for data through the observation of the reality that leads us to identify the behavior of the individuals generating schemas of interpretation to the studied population, in this case the teachers of preschool education. It should be noted that the approaches used were the hermeneutic and the case study; By means of which it is intended to interpret, understand the actions, points of view and individual constructions from the culture. In the application of the methodological design we used the interview and as a quilt technique, which allowed us to verify that for teachers the construction of the term good living, is linked to the basic conditions of subsistence, personal fulfillment, influence of Culture and new demands of modernity, such as exercise, relaxation, good food, natural medicine, among others. Which shows us that significations and constructions still emerge from our own experience, which is a little bit different from what is essentially said term. To conclude from what has been analyzed it can be said that the teacher has imaginary about what is good life in relation to the aspects of modernity by which it is permeated in its social environment; Observing also that they approach the meaning of what is said from their professional training. Consequently, new categories were also evidenced that caused impact and at the same time were connected with the term of Good Living, which opens new perspectives, that can be included in the pedagogical practices within the Preschool Education
Acceso abierto
Indignación pedagógica y el maestro de siempre
(2017) Penagos Bedoya, Argiro de Jesús; Holguín Pineda, Duber León
Pedagogical indignation is critical reflection, consents and sincere that it is for him the deep contextualization of the educational reality; He contrasts the difference between education as a process of training and training as a process of humanization. The objective of this reflection is that education is reorient to the integral formation, characterized by both educators and learners ethical and competent freedom. The pedagogical content must strengthen the reflection on the humanization of the actors. Educators and learners are propositional where also learn to develop healthy life skills. The master always is proactive in reflection, dialogue and participation, challenging ignorance and converts it into thought reasonable and favorable for others; his speech is transcendent and transversal; in his educational work contributes to the recovery of the loving attitude in the cognitive process of learners, is seriously committed to the training and not with training. Both educators and learners live the coherence between what they say and do; they preach and live the true freedom in learning
Acceso abierto
El maestro como intelectual orgánico: un sujeto psicosocial y político
(2015) Holguín Pineda, Duber León; Muñoz Gaviria, Diego Alejandro
El presente trabajo de grado nace del interés con el concepto de maestro enmarcado en el contexto escolar buscando alternativas para hacer frente a la denominada modernidad, que desde un discurso hegemónico que muta su presentación continuamente (llámese tecnologías educativas, gerenciamiento educativo, competencias) conserva su intención en la educación: conservar sujetos hacer dóciles, obedientes y útiles a su producción en masa. Tratando de comprender los acontecimientos que se generan más allá de la situación de interés. Se busca comprender cómo ese maestro es condicionado desde su misma formación y acción, pero también señalar puntos de fuga en los cuales puede generar movimientos de cambio y de resistencia ante una realidad que resulta agobiante e insostenible. Entonces, partiendo de la reflexión del malestar que vive en su día a día, se expondrá alternativas de trasformación a su modo de hacer pedagogía que necesariamente serán atravesadas por una reflexión sobre su ser.
Acceso abierto
Una mirada a la infancia desde la pedagogía crítica Latinoamericana
(2012) Alzate Oquendo, Laura Cristina; Correa Murillo, Karen Liceth; Valencia Moreno, María Paulina; Arias Vanegas, Beatriz Elena; López Rendón, Olga Lucía
Este artículo tendrá una reflexión cimentada inicialmente en la pedagogía y la construcción crítica de la misma; con relación al concepto que subyace allí de infancias, haciendo un recorrido por el tiempo, que describa brevemente los cambios y la intersección de términos como infancia, pedagogía y su historia, hasta llegar a la pedagogía crítica que transforma al agente educativo y que plantea retos que logren modificar sus realidades con experiencias significativas dentro de la primera infancia, logrando una intervención pertinente hacia las necesidades de las infancias que tanto en la antigüedad como en la actualidad se reflejan en la sociedad.
Acceso abierto
Una mirada hacia las prácticas pedagógicas realizadas por los docentes con niños con necesidades educativas especiales en clave de una educación inclusiva
(2019) Reyes Herrera, Manuela; Toro Agudelo, Manuela; López Rendón, Olga Lucía
The present research exercise arises from the current need to enrich and transcend the teaching task in the context of inclusive education. For this reason, it seeks to inquire about those pedagogical practices that are carried out among students with special educational needs and the way in which this population is taken into account in different educational processes. This research is done in order to achieve evidence and know not only the different strategies that teachers carry out in the school reality, but also those aspects that have an impact on this practice, such as the pedagogical models, the attitudes of teachers, their knowledge and training related to the topic. In this sense, this research exercise seeks to analyze the pedagogical practices that are carried out in the school environment, in two educational institutions of the city of Medellin, this segmentation with the purpose of delimiting the pedagogical practices carried out by the teachers with children with special educational needs. For the collection of information, questionnaires, testimonies and oral stories were applied to different teachers and students of the previously mentioned institutions, as well as a structured observation which was fundamental for the investigation in the field work.
Acceso abierto
Reconocimiento que hacen los maestros de la básica primaria de la Institución Educativa Kennedy de su profesión, relacionándola con el perfil propuesto en el Proyecto Educativo Institucional, el Marco Legal vigente en el contexto Colombiano
(2016) López Londoño, Claudia Cristina; Álvarez Puerta, María Piedad; Pérez Avendaño, Gloria Stella
This work comes out of the need for reflecting upon the teacher’s practice in the Colombian context. In this sense, finding out for teachers’ recognition of their profession at Kennedy school is sought, in order to relate these conceptions with the Institutional Educative Project in the diverse areas of management and with the Colombian legal framework, both as contributions for a documentary analysis. Teachers find themselves pressured and limited, often times, by institutional dynamics, in which their roles are recognized in relation to some functions they should do, but more from a practical task-completing role, but not recognizing themselves as public and pedagogical knowing subjects, and lacking recognition as personal and professional beings. Grupo de Investigación: Interdisciplinario de Estudios Pedagógicos (GIDEP). -- Línea de Investigación: Pedagogías Críticas. -- Área: educación. -- Tema: reconocimiento que hacen los maestros de la básica primaria de la Institución Educativa Kennedy.
Acceso abierto
Las representaciones sociales de los maestros de preescolar acerca del cuerpo de los niños entre los tres y los cinco años de edad
(2016) Cuartas Giraldo, Diana Carolina; Pelaez Noreña, Luisa Fernanda; Franco Muñoz, Daniela; Cárdenas Guzmán, Mariela del Claret
This research work has the purpose to find out how educational literature and teachers can understand and represent the children`s body from 3 to 5 years old, from the theoretical and practical perspective as well as the influence of these representations in the pedagogic practice.. The need to research on the field of the pedagogic practice and education, emerges first of all, from the academic study and the different experiences we have had as students of Preschool Education at the University of San Buenaventura Medellin; secondly due to the different problems we have identified in the preschool institutions where we have done our academic practices; and finally, as an academic process which permits us to tink about our labor as future professionals of education and about the actions we have to take on for a positive transformation of the education process in the different contexts in which we will practice our profession. The approach used to do this research process was the hermeneutical, which adjusted perfectly to the procedure, permitting us understand the social representations teachers have about boys and girls’s bodies between 3 and 5 years old, with the purpose of undesrtanding through interviews and photo language done to 9 teachers , the idea they have about the children`s body with the objective to understand how this topic is represented in teachers.
Acceso abierto
Resignificación de la formación de maestros y maestras de la primera infancia de la licenciatura en educación preescolar de la Universidad de San Buenaventura
(2010) Cardona Castrillón, Jeidy Alejandra; Atehortúa Rendón, Martha Lucía; Arias Vanegas, Beatriz Elena
Esta investigación tiene como énfasis la resignificación de la formación de las maestras y maestros del programa de Licenciatura en Educación Preescolar de la universidad de San Buenaventura, propiciando un alto en la historia del programa, para evidenciar su pertinencia con respecto a la infancia y a los cambios políticos y sociales que la atraviesan. Entre los aspectos metodológicos desarrollados durante la investigación, estuvio la revisión de la literatura y documentación institucional, se diseñaron y ejecutaron grupos focales para evidenciar las percepciones de estudiantes y docentes frente al programa, se retomaron algunos instrumentos de la autoevaluación del programa en el año 2005 y se analizó críticamente el programa a la luz de los nuevos planteamientos y propuestas de atención para la niñez.
Acceso abierto
Los significados de las docentes de 3º y 5 º de primaria de la Institución Educativa Suárez de la Presentación sobre la inclusión educativa
(2017) García Jaramillo, Mónica Maritza; Rivera Ceballos, Pablo Andrés; Muñoz Gaviria, Diego Alejandro
It is important to reference what was proposed as the main objective of this research which is to understand the meanings teachers have towards inclusive education, in order to achieve time for reflection on the topic in relation to teaching. It is applied the methodology of grounded theory, using Interviews in depth and the Discussion Group as instruments for collecting information, from which emerged three categories of analysis based on the topic in question: theoretical meanings, technical meanings and reflective meanings, leading this to conclude that educative inclusion permeates in all its dimensions the pedagogical practice and that such practice should be reflected constantly between what is established, what is done within the classroom and the realities of the students.
Acceso abierto
Vos(z) de maestro : prácticas narrativas para construir definiciones del rol docente
(2018) Soto Mejía, Luz Dary; Vélez Alzate, Zulima Andrea; Castaño Peláez, Juan Fernando
To narrate the current school, in the voice of the teachers who have lived and built it from other meanings, allows us to listen from their experiences, the way they have given way to a transformation in different spheres: to talk about the professional, personal, pedagogical the teacher requires him to change his ways of conceiving the school, the classroom, the ways of inhabiting it, of interacting with it and of living it as a principle of relationship, word and action. To affirm that the school is then, the place where the students, their parents, families and other people who could intervene in the educational act agree, is to compromise the vision of the "educational" and how all together create a tissue full of knowledge, experiences, experiences that enrich, exchange and increase other possibilities of training, learning and transformation that results in a space brimming with meanings. In this sense, the experiences, experiences, situations and narratives that are typical of teachers in practice, allow through the text, move from the naturalness of its meaning, from the spontaneity of the facts that being real, are weaving "other" ideas of conceiving school, teacher and education. Through the development of the text, there are some categories that emerge through what we can consider a spontaneous conversation, quiet, simple and language in terms of what each one has built as a life project: Education, Classroom, Student, Teacher , they are some of them, that as they are listened to, they reflect and they write, they weave what for research is called "participant observation" that for the case of the experience that is narrated here, it will be, rather, "observant participation". Thus, the present text shows the multiple ideas of what a teacher means to speak of himself in recognition of his work, his history and his projection in a common space that without being judged, finds the reality outside the theory said for the books

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