Examinando por Materia "Teacher"

Mostrando 1 - 20 de 28
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    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.
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    El acoso laboral dentro de la profesión docente en maestros pertenecientes a diez instituciones educativas de Medellín
    (2021) Alzate Zuluaga, Nevardo Antonio; Jaramillo Valencia, Bairon
    This study had the purpose of understanding the way in which teachers belonging to ten educational institutions in Medellín perceive workplace harassment in the exercise of their teaching profession. As a methodology, the qualitative paradigm is used, as well as the hermeneutical approach, applying collection techniques such as surveys, semi-structured interviews and focus groups, specifically to fifteen teachers of both sexes, belonging to ten official educational institutions of Medellín; teachers who must have suffered, suffered or evidenced that other teachers suffered from workplace harassment situations during the last two years. The research allows to conclude that being the object of constant situations of workplace harassment leads the victim, on many occasions, to feel demotivated when going to his job. Moreover, to isolate themselves from their co-workers or to be isolated by them for fear of being harassed too. Among the findings, it can be identified that descending vertical bullying is the most frequent in the education sector, even in times of pandemic, since from working at home through virtuality, multiple expressions of cyberbullying that disturb the daily performance of the teacher or teacher director have been generated. Finally, as an emerging category, there arises —within the naturalness of the investigation— workplace harassment from the superior power relationship upon the subordinate, who ends up submitted with the consequent impact on his citizenship exercise
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    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.
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    Atención a la diversidad en el aula desde las posibilidades y capacidades del ser en el grado jardín del preescolar El Arca
    (2019) Avendaño Álzate, Paula Gisela; Espinal Cifuentes, Diana Carolina; Rivera Alzate, Marcela; Velásquez Giraldo, Diana Marcela; Gallego Tobón, Catalina
    This work was carried out in order to identify the teaching strategies implemented by preschool teachers in the ark for the recognition of diversity from the capacities of the student body. For the development and execution of this work, we agreed to carry out a non-participant observation process, having as an instrument an observation guide and a structured interview guide. The type of research is qualitative with a hermeneutic approach and the type of study is unique, the aforementioned allowed us to participate to analyze, observe and enter the preschool and in this way identify the strategies used by the teacher. To finalize our research, a structured interview was conducted with a teacher with open questions that will fulfill the objective of the research
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    Concepciones de pedagogía, práctica pedagógica y maestro en la licenciatura en pedagogía infantil de uniminuto
    (Universidad de San Buenaventura - Cali, 2015) Palomeque Quiñonez, Yamileth; Rosero Prado, Ana Lucía
    The training that a student in the Degree of Child Pedagogy allows getting a professional degree. In this learning process, there are concepts that are being building up and they are so far of coherence between theory and practice. Beginning with the Reflexive hermeneutics, it’s going to try to make a debate about: the professor as an intellectual, the pedagogy as his knowledge, the pedagogical practice as an exercise of regular reflection, because these are the avatars that are established in the training; interconnect them in the practice: the school, it’s a great challenge.
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    Configuración del Ser maestro bonaventuriano
    (Universidad de San Buenaventura, Cali, 2019) Bonilla Bravo, Diana Marcela; González Ibarra, Stephany; Molina Gómez, Carlos Alberto
    Much is talked about the "teachers", but seldom observe the how theirconfiguration is really developing to meet what they are demanded. In this, it is important to recognize that "teachers" form a network of relationships, whichcontains subnets, because each teacher is configured according to determining factors, individually. This network is a set of forces that regulate people's relationships and behaviors. The child is advancing in that network, allowing him to develop skills andcompetencies. Producing a subject, "subject to...” that network of relationships,which is not a free being, because it is permanently regulated. That we callsubjectivity, but there is something in the individual that is not fully subject, subjectivation, where the individual takes care of himself. The configuration of teachers, in early childhood education, is complemented bytheir pedagogical practices, without saying that, because students enroll the samesubjects and perform similar practices, their configuration is homogeneous, butthere is a Heterogeneity of professionals due to their experiences, personality,interest, vocation, ethics and commitment in front of their work In other words, the ontological statute is not homogeneous. Therefore, it can be said that, once, during the semesters, students acquire aposition in front of their being, which is reflected in practice. Despite theentire pedagogical journey, it is possible that once exerted, they arepressured by the educational system, which can be contradictory to the reason ofthe program.
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    Los cuerpos de los maestros. Observaciones en torno a las tecnologías del poder pedagógico en la básica primaria de un colegio privado - confesional
    (2020) Castaño Hoyos, María Alejandra; Hincapié García, Alexánder
    This is an investigative process that recognizes the teacher's body as an inscription spot on which the rules, conditions and requirements present within by the school device stand. These are manifested through the technologies of pedagogical power. For this purpose, some of the contributions made by Michelle Foucault in his work were used as a reference, emphasizing in the relationships established between power, knowledge and subjectivity as variables that relate to each other. These variables are manifested within the school device through different techniques used to classify, normalize, and govern the teachers’ bodies; in order to prosecute and homogenize their behaviors and speeches.For the development of the research, a group of primary school teacher from a confessional school is taken as a reference, seeking to contrast the theoretical budgets with the hypotheses developed on the technologies of pedagogical power and the effects they generate on the teachers’ bodies. Three categories were used in this analysis: epistemic differentiation, body normalization and subjectivity production. Research allows us to reveal some of the main effects that occur in the teachers’ bodies, understanding that within the school device a master subjectivity is constructed that is produced and reproduced by them within their work
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    ¿De qué estamos hechos?
    (2018) García Peña, Daniel Camilo; Ortiz Naranjo, María Nancy
    Memories are fragmented pieces of the past that have survived the misadventure of time and oblivion. Its purpose is to transform itself into a word, in order to re-pass through the heart what has already been lived, while the sigh that spreads between the pages of a notebook springs up. The participant's body remains static, and a magical moon with star petals begins to bloom in the eye sockets. Each tear harbors one of the stories that constitute its cosmos of memories, which when coming together and shine in unison, produces a beam of lights full of emotions capable of alleviating the thick fog that covers the existence. The purpose of these is fundamental in all this process of significance, since they contain flashes of madness and nostalgia maligned by deafening memories, capable of crossing the barrier of absence and oblivion. His strength is such that he will seek to rest on the bare sheet under a moonlight, while the pen surrenders to his passion drop by drop. The result will be cartographies that glimpse the passage of experience, leaving exposed dreams, desires and delusions, but also anguish, afflictions and anguish. These feelings, now transfigured in words, will be the blows of the chisel in the naked marble that will shape a new being. In this way, narratives emerge that open and cauterize wounds. Narratives that bleed silently. Narratives that preserve the essence of that being from which they sprang. Narratives that are the reflection of a being that lives, thinks and feels.
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    El diccionario como objeto de estudio y herramienta didáctica en la enseñanza de la lengua
    (Editorial Bonaventuriana, 2007) Ciro, Lirian Astrid
    En nuestro medio el diccionario sólo es considerado como un libro útil que permite solucionar las principales dudas sobre la definición y la escritura de una determinada palabra, por ello en el presente texto, desde una perspectiva teórica, se propone evidenciarlo no sólo como una herramienta esporádica de solución de dudas, sino como un potencial objeto de estudio y como herramienta didáctica continua que permite no sólo consultar la definición de una palabra, sino demás aspectos lingüísticos, conllevando esto a una toma de conciencia sobre el uso de la lengua y, más importante aún, alcanzar la comprensión de los elementos lingüísticos
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    Diseño de estrategias de enseñanza del inglés y estilos de aprendizaje. Un estudio basado en los estudiantes de la Institución Educativa Olga González Arraut de la ciudad de Cartagena.
    (2017-10-10) Rodríguez Bejarano, Angie Alexandra; Chamorro Morales, Jairo; Oliveros Torres, Martha Cecilia
    This document shows the results of a descriptive research that seeks to design English teaching strategies based on the learning styles from fourth and fifth grade students at Olga González Arraut School in Cartagena de Indias. This project was designed taking into account the shortcomings found in the English teaching strategies used by the teachers who are not truly English teachers. Fourth and fifth grade students were chosen to be applied a survey in the first school period in 2017 year. The students who were given a survey to determine their preferences and learning styles were randomly chosen. Besides, classroom observations and analysis of students were made. They were analyzed to describe the strategies used by teachers, and student attitude. The Likert scale was applied to English teachers. At the end, these results led to the design of a variety of strategies and techniques in accordance with the proposals
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    La educación artística como movilizadora del pensamiento
    (2019) Moreno Roa, Mike Michael; Ospina Álvarez, Teresita
    This is an effort to collect the life histories of teachers in the rural and metropolitan area as the source of inspiration for this scriptural work that can generate new pedagogical practices. From the writing of this work the reinvention of the imaginaries in contexts affected by the war is sought, with this end the writing of anecdotary texts of the community was carried out in the district of the Jordan in the municipality of San Carlos Antioquia, Conformed narrative texts that have all the pain, uncertainty and faith that drives real life and leads to be more interesting than fiction, these are texts that were constituted with the contribution of many tears that seek to break with the lack Of identification with otherness and seeking to counteract dehumanization from the exaltation of the work of the teacher and its sweet and hard reality the titles are: what was it ?, What is man ?, were here, Forgiveness and without any Sense and moral
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    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
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    Escuela rural : una reflexión para pensar el relevo generacional
    (Universidad de San Buenaventura - Cali, 2015) Agudelo Parrado, Luz Janeth; Álvarez López, Mario Alberto
    The work ¡Rural school: A reflection to think the generational Relay!, it begins in the concern that assists her to the author, related to her own experience on the subject in question, inspired by nostalgia and personal feelings, subjective if you want, of the rural school in that environment called field, where the teacher stands in determining factor in the formation of the subject, through the transmission of experiences and events which constituted their personal and professional development, and therefore imbued with his own sensitivity. Is this reflection from research, studies, authors, interviews and dialogues with farmers, students, teachers and officials.
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    Escuela, poder y resistencia : reflexiones sobre la práctica pedagógica
    (2018) Álvarez Taborda, Leidy Yulie; María Nancy, Ortiz Naranjo
    The following article is a construction of meanings and understandings of some themes and tasks present in the daily life of the teacher and the school. It is worth mentioning some: the exercise of power and knowledge, tensions in the way of exercising it, the figure of the teacher as authority, perspective of desire, dialogue, among others, which sometimes contradict or degrade the teaching practice in a transcendental manner without Pay close attention. A narrative research is proposed from personal experience, which, as suggested by Antonio Bolívar Botía (2002), must be realistic, authentic and coherent, (p. 15). This research starts from the approach to the school through the teaching practice in different contexts of the city and a dialogue from the construction of meaning with authors relevant to the subject.
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    Imaginarios que tejen los niños en torno al tránsito escolar de preescolar a primero
    (2017) Cardona Sepúlveda, María Isabel; Del Río Pulgarín, Laura Isabel; Ramírez Posada, Daniela; Betancourt Cadavid, Jorge Hernán
    This degree project has been carried out in order to identify what evokes in the child the transition of preschool to first grade school, to increase awareness of the importance of this event in the school life. This has been done by examining the narrative hermeneutic approach of the qualitative methodology, which proposes as a central axis the interpretation of realities narrated or observed, being thus a decisive factor, the constant contact with the population approached. Meanwhile, our research has ratified the value of referring to the significant influence on the child during this event, because they are the ones who experience feelings and emotions, as a consequence of the large number of changes that are faced. As a graduate in pre-school education at the University of San Buenaventura, we present the work as a proposal that focuses the research on this subject, so that the findings are real, meaningful and of greater practical application.
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    Incidencias que tienen los imaginarios de género de los maestros y las maestras en los niños y las niñas de primera infancia, desde una perspectiva intercultural, en las instituciones Jorge Eliecer Gaitán Ayala y Colegio Campestre Montaigne
    (2019) Castrillón Marín, Katherine; Henao Sánchez, Manuela; Moncada Arias, Mónica; Rojas Arenas, Verónica; López Rendón, Olga Lucia
    The present research responds to the need of acknowledging the incidences that teachers’ gender imaginaries have on early childhood kids, from an intercultural perspective, in the scholar environment. For the development of this research a hermeneutic approach is adopted as it is congruent with the qualitative methodology, allowing to transit through the diverse transformations that have been configured after each human been subjectivity, and that have been permeated by intercultural, social, political and educative contexts. In this manner, the obtained results allowed to envision the research’s itinerary. Thus, after following different data collection techniques a set of elements have been perceived, which suggest that not in every scenario the teachers mirror and transmit those gender imaginaries to the kids. This is due to the fact that from the family, first socializer agent, ideologies and habits are established and reproduced on the child’s everyday life, becoming thereby, citizens and educative agents that encourage these ideals, or that question them and invite to reflection instead
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    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
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    Integración de un editor de texto matemático a una plataforma educativa que facilite el aprendizaje de las matemáticas en la facultad de Ingeniería
    (Universidad de San Buenaventura - Cali, 2016) Bonilla Cáceres, Juan David; Pareja Londoño, Daniel; Vargas López, Andrés Felipe; Magaña Sandoval, Walter Germán
    There are systems, platforms, applications and modules as technological resources that support learning of mathematical knowledge for students and teachers. These resources have a high number of services for its customers when it comes to document management, assessments and workshops; however, they do not have a mathematical text editor that gives ease of use to teachers and students to write papers, evaluations and workshops in a formal mathematical language and current notation. The construction of a component that allows to integrate the mathematical text editor WIRIS with an educational platform by developing an enterprise application architecture based on software provided by the code generator for JavaEE Zathuracode in version 5.0.1 is proposed. This integration provides both the teacher and the student support for writing mathematical notation and that this amount is reflected in the documents, assessments and workshops that teachers wish to create.
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    La literatura como práctica educativa para el reconocimiento del ser
    (Universidad de San Buenaventura-Cali, 2017) Álvarez Polanía, Héctor Fabio; Rosero Prado, Ana Lucía
    ttending to the recognition of the being through the literature is a bet to recognize in education one of its preponderant objectives; together with the above, the family and the environment of the individual offer guarantees not only to develop the educational work from the human, but to encourage the exercise of reading, in a society hungry for quality levels in this regard. In the methodology is accompanied the population involved in the development of dynamics in which artistic expressions were added. The testimonies show existential changes, and I like this exercise.
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    El maestro y la maestra en relación pedagógica: comprensión de seres humanos actantes en la escuela, en una mirada de sí mismo, del otro y de lo otro
    (Universidad de San Buenaventura - Cali, 2015) Aramburo Barragán, Julieta; Vargas González, Nancy Yaneth; Rosero Prado, Ana Lucía
    The Work of Knowledge raises the human understanding teacher and a teacher from a glance at the pedagogical relationship as meeting established in the classroom. It is presented as a communicative commitment and openness to new possibilities of thought, understandings, demonstrations and looks at what everyday turns easily and naturally, allowing the work place as a qualitative research. The paths and ways that are built are the result of emerging possibilities in a rack where the look and narrated allows meeting (s) with the other and himself. This work is built with autoecobiográfico and founded epistemic contribution from a theoretical conceptualization, and the contributions of knowledge and feelings of teachers and students of School Mayor of Yumbo, located in the municipality of Yumbo, Valle del Cauca, Colombia.