scholarly journals Propuesta de perfil del docente siglo xxi

2021 ◽  
Vol 2 (5) ◽  
pp. 6954-6965
Author(s):  
Abraham Simeón Ojeda Torres ◽  
Patricia Mercedes Tapia Macías ◽  
Sonia Carmina Venegas Paz
Keyword(s):  
21St Century ◽  
New Technologies ◽  
State Of The Art ◽  
Teaching Model ◽  
Constructive Thinking ◽  
Educational Models ◽  
Leading Role ◽  
Nuevas Tecnologías ◽  
Learning Scenarios ◽  
Teaching Learning

El objetivo de la presente propuesta es identificar las características esenciales que debe considerarse al momento de escoger o formar personas en docencia para el presente siglo XXI. Siendo sus objetivos específicos: comprender los modelos educativos, conceptuar nuevos escenarios de enseñanza- aprendizaje, identificar tecnologías emergentes en la era digital, proponer nuevos perfiles del modelo docente para el siglo XXI, promover el respeto por las diferencias culturales en el marco de la educación interculturalidad y promoción del desarrollo del pensamiento crítico, propositivo y constructivo. Para este diagnóstico, en relación a los escenarios educativos y la presencia de las nuevas tecnologías, se revisa el estado del arte en relación a la realidad educativa en general. Como resultado del análisis de la bibliografía estudiada, se tiene un acercamiento hacia una propuesta sobre el perfil de un docente del siglo XXI. Se propone seis ejes para definir al docente del siglo XXI. Por otro lado, es necesario poner en práctica el desarrollo del pensamiento crítico, constructivo y propositivo; el mismo que a partir de un acto de conciencia de su propia realidad, permitirá al estudiante, formular propuestas coherentes con la construcción de una nueva sociedad en la que su rol protagónico, se hace perceptible, desde los distintos estadios de su desarrollo.     The objective of this proposal is to identify the essential characteristics that must be considered when choosing or training people in teaching for the present 21st century. Being its specific objectives: understanding educational models, conceptualizing new teaching-learning scenarios, identifying emerging technologies in the digital age, proposing new profiles of the teaching model for the 21st century, promoting respect for cultural differences in the framework of education interculturality and promotion of the development of critical, purposeful and constructive thinking. For this diagnosis, in relation to educational settings and the presence of new technologies, the state of the art is reviewed in relation to educational reality in general. As a result of the analysis of the bibliography studied, there is an approach towards a proposal on the profile of a teacher of the XXI century. Six axes are proposed to define the teacher of the XXI century. On the other hand, it is necessary to put into practice the development of critical, constructive and purposeful thinking; the same one that from an act of awareness of their own reality, will allow the student to formulate proposals consistent with the construction of a new society in which their leading role becomes perceptible, from the different stages of their development.

scholarly journals PROTEIN TEACHING: AN APPROACH FOR TEACHER TRAINING APPLIED TO STUDENTS OF THE BIOLOGICAL SCIENCES COURSE AT UFRN

2015 ◽  
Vol 13 ◽  
pp. 34
Author(s):  
J. K.S. NASCIMENTO et al
Keyword(s):  
Biological Sciences ◽  
Teaching Practice ◽  
Basic Education ◽  
New Technologies ◽  
Lesson Plan ◽  
Three Dimensional ◽  
Structural Features ◽  
Dimensional Structure ◽  
Educational Models ◽  
Teaching Learning

Teaching biochemistry in higher education is increasingly becoming a challenge. It is notoriously difficult for students to assimilate the topic; in addition there are many complaints about the complexity of subjects and a lack of integration with the day-to-day. A recurrent problem in undergraduate courses is the absence of teaching practice in specific disciplines. This work aimed to stimulate students in the biological sciences course who were enrolled in the discipline of MOLECULAR DIVERSITY (MD), to create hypothetical classes focused on basic education highlighting the proteins topic. The methodology was applied in a class that contained 35 students. Seven groups were formed, and each group chose a protein to be used as a source of study for elementary school classes. A lesson plan was created focusing on the methodology that the group would use to manage a class. The class was to be presented orally. Students were induced to be creative and incorporate a teacher figure, and to propose teaching methodologies for research using the CTS approach (Science, Technology and Society). Each group presented a three-dimensional structure of the protein they had chosen, explained their structural features and functions and how they would develop the theme for a class of basic education, and what kind of methodology they would use for this purpose. At the end of the presentations, a questionnaire was given to students in order to evaluate the effectiveness of the methodology in the teaching-learning process. The activity improved the teacher’s training and developed skills and abilities, such as creativity, didactical planning, teaching ability, development of educational models and the use of new technologies. The methodology used in this work was extremely important to the training of future teachers, who were able to better understand the content covered in the discipline and relate it to day-to-day life.

scholarly journals Educate to Relationships through Relationships: The Role of Social and Prosocial Abilities in the Construction of Collaborative and Inclusive Educational Communities

2017 ◽  
Vol 23 (1-2) ◽  
pp. 173-194
Author(s):  
Alessia Travaglini ◽  
Fabio Bocci
Keyword(s):  
Learning Processes ◽  
Teaching Model ◽  
Learning Approach ◽  
Prosocial Skills ◽  
Educational Models ◽  
Positive Action ◽  
Post Test ◽  
Definition Of ◽  
Teaching Learning

Abstract The Youth Report 2014 recognizes the possibility to take positive action towards the others as an element that contributes to let young people achieve a sense of happiness. Despite this, we can observe in schools the presence of individualistic and competitive educational models affirming the predominance of fixed cognitive standards. That can bring to a situation of marginalization of those who are hegemonically located outside of a pre-established definition of norm. Considering these assumptions, the authors have developed an inclusive and prosocial teaching model, based on the Cooperative Learning approach, aimed to encourage prosocial skills among students. The research, that used qualiquantitative data, has involved a sample of 42 students and 12 teachers of the Middle School. The comparison between pre and post test highlights a higher increase in helping dimension and in the subsample of males students, joint to general improvements within teaching-learning processes and relationships.

scholarly journals New technologies and musical expression; other languages in education

Comunicar ◽  
2004 ◽  
Vol 12 (23) ◽  
pp. 25-30 ◽  
Author(s):  
Juan-Bautista Romero-Carmona
Keyword(s):  
Learning Process ◽  
New Technologies ◽  
The Other ◽  
Musical Language ◽  
Musical Expression ◽  
Other Hand ◽  
Language Spread ◽  
Nuevas Tecnologías ◽  
The One ◽  
Teaching Learning

This paper tries to show a brief but profound view about new languages of communication introduced at school. On the one hand, the musical language included in the curriculo and the other hand the technological language spread in our society in order to transmit the importance of new technologies as well as the different posibilities that they offer to the teaching-learning process inside the educational area focusing on the musical educational one. Con este artículo se pretende dar una visión superficial, pero cargada de intencionalidad, sobre algunos de los nuevos lenguajes de comunicación que se han implantado en la escuela. Por un lado, el lenguaje musical recogido en el currículo y por otro, el lenguaje tecnológico extendido en nuestra sociedad. Se intenta transmitir la importancia que tienen las nuevas tecnologías, así como las diferentes posibilidades que ofrecen para el proceso de enseñanza-aprendizaje dentro del ámbito educativo, centrándonos de manera especial en el campo de la educación musical.

scholarly journals La didáctica de la geometría en función del desarrollo tecnológico de la pedagogía contemporánea

2016 ◽  
Vol 1 (1) ◽  
pp. 35
Author(s):  
Henry Fernández Rodríguez ◽  
Michel Enrique Gamboa Graus
Keyword(s):  
Teaching And Learning ◽  
New Technologies ◽  
Computer Application ◽  
Practical Implementation ◽  
Technological Advances ◽  
Palabras Clave ◽  
Nuevas Tecnologías ◽  
Information And Communication ◽  
Attitudinal Changes ◽  
Teaching Learning

Las escuelas contemporáneas se dotan de nuevas tecnologías, entre ellas las computadoras, por lo que constituye un reto su utilización en el proceso de enseñanza-aprendizaje. El proceso de enseñanza-aprendizaje de la Geometría es uno de los que presenta mayores dificultades en la Matemática Educativa actual. Estas están relacionadas fundamentalmente con la actualización didáctica necesaria para hacer corresponder dicho proceso con los adelantos tecnológicos existentes en campos como la Informática y la Comunicación. En el trabajo se ofrecen recomendaciones metodológicas a los profesores y se muestran algunas actividades diseñadas donde se utiliza un programa computarizado de aplicación como es el Geogebra, que facilita revelar sus cualidades y potencialidades y transformar el proceso didáctico de la Geometría. En estas se tienen en cuenta los niveles de desarrollo del pensamiento geométrico, la formación por etapas de las acciones mentales y la didáctica para un aprendizaje desarrollador. Su implementación práctica, en el centro de referencia provincial, reveló cambios actitudinales de los estudiantes hacia la asignatura y mejoras significativas en su aprendizaje. Palabras clave: Geometría; enseñanza; aprendizaje; actividades. Abstract: Contemporary schools are provided with new technologies, including computers, so it is challenging its use in the teaching-learning process. The process of teaching and learning of geometry is one of the major difficulties in the current Mathematics Education. These are mainly related to the necessary update of didactics to match the process with existing technological advances in fields such as Information and Communication. At work, methodological recommendations are offered to teachers and some activities designed where a computer application program is used as the Geogebra, which facilitates reveal their qualities and potentials and transform the educational didactic process of geometry. Levels of development of geometrical thinking are taken into account, the stepwise formation of mental actions and teaching for a developer learning .Its practical implementation in the provincial center of reference, revealed attitudinal changes of students towards the subject and significant improvements in their learning.  Key words: Geometry; teaching; learning; activities.

scholarly journals As políticas públicas e o perfil do aluno do século XXI frente à inserção da tecnologia na educação

2017 ◽  
Vol 12 (25) ◽  
pp. 178
Author(s):  
Clarina Alves do Prado ◽  
Iandra Pavanati ◽  
Kariston Pereira ◽  
Tatiana Comiotto
Keyword(s):  
21St Century ◽  
New Technologies ◽  
Public Policies ◽  
Pedagogical Practices ◽  
Digital Native ◽  
Santa Catarina ◽  
Student Profile ◽  
Educational Environments ◽  
Nuevas Tecnologías ◽  
21St Century Student

RESUMO O presente artigo traz uma reflexão acerca da presença das tecnologias em ambientes educacionais, as políticas públicas envolvidas na inserção desses recursos e o perfil do estudante do século XXI frente a esse cenário.  O perfil discente deste século, inserido na chamada Era Digital e nomeado por Prensky como ‘nativo digital’, é marcado por seus processos interativos constituindo uma nova cibercultura. Surge, dessa forma, uma nova demanda em ambiente escolar, já que renovar as práticas pedagógicas inserindo as novas tecnologias torna-se essencial. O percurso das políticas públicas nacionais e do município de Joinville – Santa Catarina, frente à inserção da tecnologia da informação e comunicação (TIC) nas instituições escolares, vêm se construindo em uma nova realidade para muitas escolas. Este cenário revela que o avanço da TIC e a velocidade das transformações psicossociais e culturais, decorrentes desse avanço, são temas que, cada vez mais, exigem dos sistemas educacionais uma mudança significativa em seus processos.   Palavras-chave: Tecnologia educacional. Nativo digital. Políticas públicas.         ABSTRACT The following paper focus on technologies within educational environments, public policies involved in inserting such resources and the 21st century student profile regarding such scenario. The 21st century student profile, within the so-called Digital Era and named by Marc Presnsky as “digital native”, is characterized by its interactive processes, which is the base of a new cyberculture. Thus, there is a new demand regarding school environments since it is essential to renew the pedagogical practices through new technologies. The evolution of national public policies as well as in the city of Joinvile, Brazil, regarding the use of Communication and Information Technology (CIT) within schools, has become a new reality for several of them. Such scenario unveils the advancement of CIT and the speed of social and psychosocial transformations, deriving from such advancement, which are issues that require a significant change in their processes.   Keywords: Educational technology. Digital native. Public policies.           RESUMEN En este artículo se presenta una reflexión acerca de la presencia de la tecnología en los centros educativos, las políticas públicas que participan en la integración de estos recursos y el estudiante del siglo XXI perfil frente a este escenario. El perfil de los estudiantes de este siglo, se inserta en la era digital llamado y nombrado por Prensky como "nativo digital", está marcada por su proceso interactivo que constituye una nueva cibercultura. Se plantea, por lo tanto, una nueva demanda en el entorno escolar, como renovar las prácticas pedagógicas inserción de las nuevas tecnologías se convierte en esencial. La ruta de las políticas públicas nacionales y el municipio de Joinville - Estado de Santa Catarina, la inserción de la información y la comunicación (TIC) en las escuelas, han sido la construcción de una nueva realidad para muchas escuelas. Este escenario muestra que el avance de las TIC y la velocidad de las transformaciones psicosociales y culturales que resultan de este avance, son temas que requieren cada vez más los sistemas educativos un cambio significativo en sus procesos   Palabras clave: tecnología educativa. Nativo digital. Políticas públicas.

scholarly journals La acción tutorial como escenario de colaboración familia-escuela//Tutorial action as a scenario for family-school collaboration

2019 ◽  
Vol 30 (2) ◽  
pp. 28
Author(s):  
Noelia Ceballos López ◽  
Ángela Saiz Linares
Keyword(s):  
Qualitative Research ◽  
Primary Schools ◽  
New Technologies ◽  
Participant Observation ◽  
Written Narratives ◽  
Educational Processes ◽  
Nuevas Tecnologías ◽  
Toma De Decisiones ◽  
Investigación Cualitativa ◽  
Teaching Learning

RESUMEN Este estudio tiene como objeto analizar, desde una perspectiva crítico-reflexiva, la labor del tutor/a en las relaciones familia-escuela en centros educativos de Educación Infantil y Primaria a través de los discursos de 45 maestros en formación de la Universidad de Cantabria. Metodológicamente, el trabajo se enmarca en la tradición de la investigación cualitativa. Se caracteriza por la pluralidad de estrategias y técnicas de obtención de datos llevadas a cabo. A las tradicionales de la investigación cualitativa, como la observación participante y los grupos de discusión,  se incorporan metodologías participativas como: el diamante 9, las frases inconclusas y la construcción de narraciones escritas. Entre los resultados obtenidos destacan: la alta valoración de la participación de las familias en los procesos educativos y el reconocimiento del papel del tutor como mediador, que contrasta con su ausencia en el diseño y desarrollo curricular, así como con la promoción de espacios puntuales y acotados, predefinidos por los docentes; el intercambio unidireccional de información; la presencia de una participación familiar en la gestión y organización del centro a través de órganos de representación. Como conclusión emerge la necesidad de explorar buenas prácticas ligadas a la implicación de las familias en los procesos de enseñanza-aprendizaje que trasciendan las actuaciones puntuales; desarrollar de iniciativas que aumenten la toma de decisiones de las familias más allá de los espacios formales; y, ampliar el uso de las nuevas tecnologías como canal de comunicación y participación de las familias en la escuela.ABSTRACT We present a study that aims to analyze, from a critical-reflective perspective, the tutor role in family-school relations in early childhood and primary schools through the discourse of 45 initial training teachers at the University of Cantabria who are taking the subject of Tutorial Action. From a methodological framework, the research is is based on the tradition of qualitative research. It is characterized by the plurality of data collection strategies and techniques carried out. Beside the traditional ones traditionally used in qualitative research, such as participant observation and focus groups, we incorporate participatory research methodologies such as: diamond 9, unfinished phrases and the construction of written narratives. Among the results obtained, we highlight: the value of the participation of families in the educational processes and the recognition of the role of the tutor as mediator, which contrasts with his absence in the design and development of the curriculum, as well as the promotion of specific and limited spaces predefined by the teachers; the unidirectional exchange of information; the presence of family participation in the management and organization of the schools through formal spaces. As a conclusion, the need to explore good practices linked to the involvement of families in teaching-learning processes that transcend punctual actions; to develop initiatives that increase family decision-making beyond formal spaces; and, expand the use of new technologies as a channel of communication and participation of families in the school.

Research on Computer Aided English Teaching Mode

2014 ◽  
Vol 644-650 ◽  
pp. 6023-6026
Author(s):  
Yu Xiao
Keyword(s):  
Teaching And Learning ◽  
Traditional Classroom ◽  
Teaching Model ◽  
Main Role ◽  
Teaching Mode ◽  
English Teaching ◽  
Leading Role ◽  
Theory Of Education ◽  
Hybrid Teaching ◽  
Teaching Learning

Traditional classroom English teaching model, multimedia and network aided English teaching mode has brought many good to the English teaching and learning but there are also some problems. English teaching should be guided by scientific theory of education, to change the traditional teacher-centered teaching learning mode, constructing the hybrid teaching mode which integrates multimedia and network technology into the traditional classroom English teaching, in order to better hair with the teacher's leading role and students' cognitive main role.

scholarly journals Deficiencias del uso efectivo de las bibliotecas escolares Uso de la bibliotecas

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Ruth Isabel Cobos Campoverde
Keyword(s):  
Teaching And Learning ◽  
New Technologies ◽  
School Library ◽  
School Libraries ◽  
Special Role ◽  
Library Use ◽  
Nuevas Tecnologías ◽  
Teaching Learning ◽  
Effective Use ◽  
The Impact

La lectura en la etapa escolar es supremamente importante y la biblioteca ha cumplido una especial labor en la enseñanza y el aprendizaje, pues esta ejerce una influencia sobre el logro académico en los estudiantes, sin embargo estas no siempre son utilizadas con la eficiencia y eficacias pertinentes, tal es el caso del  uso que se le da a la biblioteca de la  Unidad Educativa Informática. El objetivo de esta experiencia  fue    Investigar  la  incidencia  del  uso  de  la  biblioteca  en  el  proceso  de  enseñanza- aprendizaje en dicha unidad educativa. Para la puesta en marcha de este trabajo se encuestaron 112 estudiantes con el propósito de comprobar el uso eficaz   de las nuevas tecnologías a través de la biblioteca escolar. Se concluyó que hay falta de gestión administrativa para dotar de insumos informáticos  a la biblioteca de la institución lo que trae como resultado la poca  motivación  por lo que existe poca espontaneidad del estudiante por  ingresar a la misma.  Palabras claves: biblioteca, influencia, enseñanza-aprendizaje- estudiantes- informático  Deficiencies of the effective use of school libraries    Abstract  The reading on the school stage is extremely important and the library has played a special role in teaching and learning, as this has an influence on academic achievement in students, but these are not always used with the efficiency, such is the case of the use that is given to the library In the Computer Educational Unit. The objective of this experiment was to investigate the impact of library use in the teaching-learning process in this Educational Unit. For the implementation of this study there was applied survy to 112 students in order to verify the effective use of new technologies through the school library. It was concluded that there is a lack of administrative management computer to provide inputs to the library of the institution, resulting in the   low motivation and the little spontaneity of student library use. Keywords: library, influence, teaching-learning-students- computers.

scholarly journals A Exigência de Novos Padrões no Ensino Jurídico Frente as Novas Tecnologias

2020 ◽  
Vol 6 (12) ◽  
pp. 335
Author(s):  
Maria Angélica CHICHERA
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
New Technologies ◽  
Legal Education ◽  
Education Technology ◽  
Historical Research ◽  
Sulla Base ◽  
Nuevas Tecnologías ◽  
Technology Teacher ◽  
Teaching Learning

RESUMOO presente artigo tem por objetivo abordar questões no que dizem respeito aos recursos de aprendizagem utilizados nas salas de aula e a inclusão das novas tecnologias no ensino jurídico, como mais uma opção de ferramenta a ser implementada no processo de ensino e aprendizagem. Importante se faz, verificar se há a compreensão pelos docentes do Direito das reais tendências para o futuro e se os efetivos impactos que as novas tecnologias têm revolucionado o mundo escolar e de como elas estão modificando o modo de pensar e agir dos agentes envolvidos no processo ensino-aprendizagem, numa sociedade globalizada e informatizada. Por se tratar de um estudo descritivo e hipotético, será realizado com base na pesquisa bibliográfica e histórica, utilizando-se do método indutivo.Educação Jurídica. Tecnologia. Docente. Ensino Jurídico. Novas Formas de Aprendizagem.ABSTRACTThe aim of this article is to address questions regarding learning resources used in classrooms and the inclusion of new technologies in legal education, as a further option of a tool to be implemented in the teaching and learning process. It is important to verify if there is an understanding by law teachers of the real tendencies for the future and if the effective impacts that the new technologies have revolutionized the school world and how they are modifying the way of thinking and acting of the agents involved in the process teaching-learning, in a globalized and computerized society. Because it is a descriptive and hypothetical study, it will be carried out based on bibliographical and historical research, using the inductive method.Legal Education. Technology. Teacher. Legal Teaching. New Forms of Learning.RESUMENEste artículo tiene como objetivo abordar cuestiones relativas a los recursos de aprendizaje utilizados en las aulas y la inclusión de las nuevas tecnologías en la enseñanza jurídica, como una opción más de herramienta que puede ser implementada en el proceso de enseñanza y aprendizaje. Es importante comprobar si existe un entendimiento por parte de los profesores de Derecho de las tendencias reales para el futuro, si tienen idea de los impactos efectivos que las nuevas tecnologías han revolucionado el mundo escolar y cómo ellas están cambiando la forma de pensar y actuar de los agentes implicados en el proceso de enseñanza-aprendizaje, en una sociedad globalizada e informatizada. Se trata de un estudio descriptivo e hipotético, se realizará con base en una investigación bibliográfica e histórica, utilizando el método inductivo.Educación Jurídica. Tecnología. Profesor. Enseñanza Jurídica. Nuevas Formas de Aprendizaje.SOMMARIOQuesto articolo si propone di affrontare le questioni relative alle risorse di apprendimento utilizzate nelle classi e all'inclusione di nuove tecnologie nell'educazione giuridica, come un'ulteriore opzione di strumento che può essere implementata nel processo di insegnamento e apprendimento. È importante verificare se c'è una comprensione da parte degli insegnanti di diritto delle reali tendenze per il futuro, se hanno un'idea degli impatti effettivi che le nuove tecnologie hanno rivoluzionato il mondo scolastico e di come stanno cambiando il modo di pensare e di agire gli agenti coinvolti nel processo di insegnamento-apprendimento, in una società globalizzata e informatizzata. Si tratta di uno studio descrittivo e ipotetico, sarà condotto sulla base di una ricerca bibliografica e storica, utilizzando il metodo induttivo.Educazione giuridica. Tecnologia. Insegnante. Educazione legale. Nuovi modi di apprendimento.

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