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Perspectiva Educacional, Formación de Profesores
Revista Activa *
ISSN: 0716-0488 ISSN electrónico: 0718-9729
Semestral
Educación
Pontificia Universidad Católica de Valparaíso
Chile

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Carla Muñoz Valenzuela
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en: This study was a qualitative comparative analysis of the impact of a Pilot Program for Initial Practice onthe learning of 12 music teachers in training. The student teachers were divided into two groups: thefirst carried out teaching practice based on observation, while the second was actively involved in theclassroom, working with small groups of students. Focus groups were conducted and information wasobtained from analysis of various external sources (audio and video recordings of classes, interviewswith supervisor) and the logs of the student teachers, applying the constant comparative methodof Lincoln and Guba (1985). It is shown that there are differences between practice systems in themechanisms by which student teachers integrate knowledge, construct their professional identity andteacher expertise. Self-efficacy beliefs (Bandura, 1986, 1997) generated during the process are crucial todetermining the type of interaction in the classroom, facilitating the dynamic transformation of learning.>>>
Raúl Aranda Riveros
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en: A study is presented which was performed in a municipally dependent high school of Puerto Montt,Chile, on the perception that teachers and students have on how the school day is managed,emphasizing on free times granted and their quality. The qualitative paradigm was used, based on acase study. Observations were made on the educational center and there were conversations with theteachers. This is complemented by the application of exploratory questionnaires to 12 students and 4form teachers between first and last high school grades. Some results show that the school day wasvery long, recesses were insufficient and they were not always respected. The challenge of searching foradditional time management mechanisms and using time more efficiently is acknowledged. In order toattain this, teachers and students made proposals.>>>
Valeska Cabrera Cuadros
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Patricia Herrera Cerda
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en: In the second decade of the 21st century, an emphasis on policies for the training of teachers isobserved in Brazilian society. This emphasis is not separated from a process of internationalization ofBrazilian education, where the centrality of the debate is in both education and development. Thepresent work focuses on presenting a synthesis of the proposals for the formation of a history teacher inBrazil, from the reading of official documents, arising from educational policies historically determinedas presupposing the debate on the separation of theoretical training and practical training. Resultsshow the deflation of theoretical training, of the appreciation of the specific contents to the detrimentof a practical training that does not take into account the importance of the social function of educationand purpose of History for the formation of the critical citizen.>>>
Maria Auxiliadora Schmidt
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es: En Chile, en el contexto de la ley de Subvención Escolar Preferencial (SEP), las escuelas reciben apoyopara el diseño e implementación de sus planes de mejoramiento de parte de agencias de AsistenciaTécnica Educativa (ATE). Basado en un estudio de caso sobre la relación entre una ATE universitaria yuna escuela básica municipal, este artículo aborda el tema del desarrollo profesional docente en Chile.Aunque el estudio de caso no abordó directamente el tema del desarrollo profesional docente, este fuedestacado sistemáticamente por los participantes del estudio. Así, este artículo repasa los hallazgos delcaso y analiza el papel de la ATE como estrategia para el desarrollo profesional docente en la escuela.Por último, se presenta una reflexión teórica sobre la tensión entre dos orientaciones prácticas quecaracterizarían el enfoque de las ATE respecto de cómo abordar el desarrollo profesional docente eneste caso y en otros similares.>>>
Alvaro
Pontificia Universidad Católica de Valparaíso
Chile
en: This paper presents an educational design study where an instructional model is proposed to encourageargumentative skills in Mexican high school students through the development of a school essay. Themodel integrates the following theoretical aspects of the argument: Classical Rhetoric, The New Rhetoricof Chaim Perelman and Olbrechts-Tyteca; Analytical Theory of Stephen E. Toulmin and the Pragmadialecticof Frans van Eemeren and Rob Grootendorst, together allow for the integration of the externalstructure of the trial, the view, arguments, counterarguments and rebuttals. The results corroboratethe relevance of the instructional model in the classroom for improving the argumentative practice ofstudents in relation to the process of writing a school essay. It is concluded that the development of thiskind of text involves a complex constructive, reflective and dialogic process, which raises the need forguided instruction that integrates all aspects considered.>>>
Ma. Alejandra Gasca Fernández
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Frida Díaz Barriga Arceo
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en: The development of thinking in the school context is an educational priority that has been recognizedby various countries. Considering thinking as a set of skills that can be learnt and taught, this paperdelimits four key dimensions of thinking to be promoted at school (metacognition, critical thinking,problem solving and creative thinking), and then discusses some alternative models for teaching them(separate teaching, immersion and infusion). From a constructivist and sociocultural point of view,the infusion model is proposed, and, within this framework, some criteria to teach thinking skills arepresented. It is argued that keeping a known and intended action both in the classroom and in thewhole system, and an active participation of every subject involved in the process, is necessary in orderto develop such a model.>>>
Javier Báez Alcaíno
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Javier Onrubia Goñi
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en: Family is the basic unit of society. The functions of the family, basically, care, socialization and educationare necessary for human development. Research evidences explain these claims in a positive sense,when family can fulfill these functions, and in a negative sense, when family isn’t able. In these pagesthe argument runs on the need to reflect on the identity of the family to assess what contribution thedevelopment the families can bring. From a sociological approach and following the ideas of RelationalSociology (Pierpaolo Donati), discourse extends beyond the issue of family functions. The explanationof what the family is an educational challenge in our context. The ideas about the meaning of familycan be motivating for citizens to assume the essential task of struggling families to care for people andsociety.>>>
Aurora Bernal Martínez de Soria
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en: In the context of family educational styles (authoritative, balanced and permissive) we present theresults of a study aimed at determining the degree of agreement in the perception of the familyeducational practices between parents and children. 200 conventional family units participated in thisstudy: 200 children (aged 3 to 6) and 336 parents. Three integrated sets of family educational practiceswere evaluated with PEF: Family Educational Practices identification scales in small children fromAlonso y Román (2003a) and Piagetian clinical interviews. A comparison was made between children’sperceptions about fathers’ FEP vs mothers’ ones, with no significant differences as a result. In addition,a Confirmatory Factor Analysis confirmed the model of one single factor. Finally, it is concluded that thepredominant family educational style is balanced, and there is no agreement in the perception of FEPbetween parents and children.>>>
Lorena Valdivieso-León
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José-María Román
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Valle Flores Lucas
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Marcel Van A. G. Aken
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en: The main objective of this article is to present an analysis of guiding standards for early childhoodeducation degree programs published in Chile in 2012. To understand national early childhoodeducation standards, the main contributions of public policies in the area in recent years are outlined anda descriptive analysis regarding the proposed new standards is provided. Finally, the main conclusionsfrom this proposal as a contribution to public policy in this segment of school education are presented.>>>
Paulina Pizarro Laborda
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Victoria Espinoza Velasco
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en: This paper seeks to position the importance of inclusive education that favors diversity of pupils andstudents in the Chilean school system, particularly those with academic talent. It follows that theseissues favor the construction of knowledge and a shared dialogue between teachers, prospectiveteachers and educators, in order to have professionals who recognize and enhance academic talentin young children and those who possess it. Thus, an educational and psycho-educational analysis ofthe meaning of diversity educates students with academic talent, within a framework that promotesinclusion and respect for diversity. It is argued that the itineraries of teaching degree programs shouldprepare teachers who are able to educate on diversity and meet the needs of all students includingthose with academic talent.>>>
Daniel Rodrigo Llancavil Llancavil
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Luis Felipe Lagos González
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