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Author: Castillo Carbonell, Miquel
Publisher: Editorial UOC
ISBN: 8491164294
Category : Education
Languages : en
Pages : 280
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Book Description
Author: Castillo Carbonell, Miquel
Publisher: Editorial UOC
ISBN: 8491164294
Category : Education
Languages : en
Pages : 280
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Book Description
Author: Ana García-Valcárcel Muñoz-Repiso
Publisher: ESIC
ISBN: 8413777984
Category : Education
Languages : es
Pages : 343
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Author: José María Palomares Rodríguez
Publisher: ESIC
ISBN: 8413778506
Category : Education
Languages : es
Pages : 303
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Book Description
Author: Alejandra Alicia Cepeda Hernández
Publisher: Comunicacion Científica
ISBN: 607593510X
Category : Education
Languages : en
Pages : 121
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Book Description
En el año 2020, la enfermedad originada por el virus SARS-CoV-2, denominada “COVID-19”, ocasionó un distanciamiento social en casi la totalidad de los países del mundo. Dicho aislamiento trajo consecuencias en los distintos sectores de la sociedad, entre ellos el educativo, donde la enseñanza y aprendizaje migraron a entornos virtuales. En México, el cierre masivo de escuelas se dio a partir del segundo trimestre del 2020, sin que el sistema educativo estuviera del todo preparado para la transición a la virtualidad, lo que generó una serie de problemáticas bajo esta nueva modalidad educativa. La presente obra aborda algunas de las problemáticas que se presentaron en los distintos niveles de nuestro sistema educativo mexicano a partir de las experiencias y reflexiones de profesores e investigadores tras dos años de pandemia, lo cual nos permite ofrecer un acercamiento a la nueva realidad educativa de nuestro país y, a al mismo tiempo, nos proporciona herramientas útiles ante los desafíos que se avecinan en la etapa DOI: https://doi.org/10.52501/cc.069
Author: David M. Callejo Pérez
Publisher: Springer Science & Business Media
ISBN: 9460914187
Category : Education
Languages : en
Pages : 233
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Book Description
This book attempts to re-imagine the purpose of the doctorate, which has historically been used to prepare leaders who will work to improve the sciences (social and physical), humanities, and professions, while articulating curriculum as a living shape where students, faculty, and institution melded in a humanist and creative process. This idea, seriously eroded by the explosion in doctoral degrees between the early 1970s (20,000 doctorate per year) and last year (to over 46,000)—and an explosion in doctoral and research universities that has created a crossroads for the doctorate in America. We believe the value of a doctorate is Intellectual Capital, and are particularly interested in encouraging reflection as an important characteristic of a successful quality doctoral program. We posit that a “good doctoral” experience fosters active engagement in reflection on all elements of our work—the intellectual, advisory, and pedagogical work of faculty, curricular opportunities, as well as the intellectual of the doctoral candidates through an avocation that drives research and theory in our fields. Specific issues raised in this edited volume include comprehensive analysis of programs, rethinking evaluation and programmatic coherence, doctoral degrees beyond the discipline, subject, and field, and implications of individual identity. Along with authors’ chapters, we paid attention to encourage reflection as an important characteristic of a quality doctoral program; positing that “good doctoral” experiences foster active engagement in reflection on all elements of the doctoral experience, including program and curricular issues, personal relationships, work, and the creation of a community of scholars.
Author: Juan Ignacio Pozo
Publisher: Springer Nature
ISBN: 9811906343
Category : Education
Languages : en
Pages : 391
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Book Description
This book advocates for a radical change in music teaching and learning methods, allowing for a break from the traditional conservatory model still in use in many classrooms. The product of twenty years of interdisciplinary work by musicians, music teachers, and psychologists, the book proposes to place the focus of music education on the students themselves and on their mental and physical activity, with the aim of helping them to manage their own goals and emotions. This alternative is based on a new theoretical framework, as well as numerous real, concrete examples of how to put it into practice with students of different ages and in different environments. This book focuses primarily on teaching instrumental music, but its content will be useful for any teacher, student, musician, or researcher interested in improving music education in any environment, whether formal or informal, in which it takes place Chapters 3, 4, 6 and 18 are available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.
Author: Núñez Pérez, Violeta
Publisher: Editorial UOC
ISBN: 849116622X
Category : Education
Languages : en
Pages : 134
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Book Description
Este libro recoge algunas cuestiones con las que Violeta Núñez ha ido tramando sus recorridos docentes: teorías pedagógicas y experiencias como enseñante. El texto postula que inventar es transgredir, y recurre al bricolaje para que cada cual ensamble fragmentos y objetos culturales y a la postproducción como actividad resultante de esa apropiación de elementos de la cultura plural. Dada la movilidad de los sujetos de la era digital y su atención dispersa en diversas fuentes simultáneas, se trata de incorporar esas modalidades a los espacios de educación, posibilitando que la atención dispersa se transforme en atención flotante. Desde esta perspectiva se plantea revisitar, en clave contemporánea, viejas teorías y experiencias pedagógicas: desarchivarlas.
Author: Karin Alejandra Rosemblatt
Publisher: Univ of North Carolina Press
ISBN: 9780807848814
Category : Social Science
Languages : en
Pages : 368
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Book Description
With this book, Karin Rosemblatt presents a gendered history of the politics and political compromise that emerged in Chile during the 1930s and 1940s, when reformist popular-front coalitions held power. While other scholars have focused on the economic realignments and novel political pacts that characterized Chilean politics during this era, Rosemblatt explores how gender helped shape Chile's evolving national identity. Rosemblatt examines how and why the aims of feminists, socialists, labor activists, social workers, physicians, and political leaders converged around a shared gender ideology. Tracing the complex negotiations surrounding the implementation of new labor, health, and welfare policies, she shows that professionals in health and welfare agencies sought to regulate gender and sexuality within the working class and to consolidate the male-led nuclear family as the basis of societal stability. Leftists collaborated in these efforts because they felt that strong family bonds would generate a sense of class belonging and help unify the Left, while feminists perceived male familial responsibility as beneficial for women. Diverse actors within civil society thus reworked the norms of masculinity and femininity developed by state agencies and political leaders_even as others challenged those ideals.
Author: Stephen E. Lewis
Publisher: UNM Press
ISBN: 9780826336019
Category : Education
Languages : en
Pages : 316
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Book Description
Why did the Zapatista rebellion occur in Chiapas and not in some other state in southern Mexico where impoverished, marginalized indigenous peasants also suffer a legacy of exploitation and repression? Stephen Lewis believes the answers can be found in the 1920s and 1930s. During those critical years, Mexico's most important state- and nation-building agent, the Ministry of Public Education (SEP), struggled to introduce the reforms and institutions of the Mexican revolution in Chiapas. In 1934 the administration of president Lázaro Cárdenas endorsed "socialist" education, turning federal teachers into federal labor inspectors and promoters of agrarian reform. Teachers also attempted to "incorporate" indigenous populations and forge a more sober, "defanaticized" nationalist citizenry. SEP activism won over most mestizo communities after 1935, but enraged local ranchers, planters, and politicians unwilling to abide by the federal blueprint. In the Maya highlands, federal education was a more categorical failure and Cardenista Indian policy had unintended, even sinister consequences. By 1940 Cardenismo and SEP populism were in full retreat, even as mestizo communities came to embrace the culture of schooling and identify with the Mexican nation. Fifty years later, the delayed, incomplete, and corrupted nature of state- and nation-building in Chiapas prevented resolution of the state's most pressing problems. As Lewis concludes, the Zapatistas appropriated the federal government's discarded revolutionary nationalist discourse in 1994 and launched a rebellion that challenged the Mexican state to contemplate a plural, multi-ethnic nation.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 692
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Book Description
