5 results on '"HERNÁNDEZ DEL CAMPO, MÓNICA"'
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2. TECNOLOGÍA EDUCATIVA Y PROFESORADO EN FORMACIÓN DE RELIGIÓN Y FILOSOFÍA: UN ESTUDIO EN EL CONTEXTO CHILENO.
- Author
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TAPIA SILVA, HUGO, RIVERA IRIBARREN, PABLA, VEAS GARCÍA, PAULINA, PASTÉN PALMA, CLAUDIO, HERNÁNDEZ DEL CAMPO, MÓNICA, and QUEZADA BRAVO, ALBERTINA
- Subjects
TEACHER training ,CAREER changes ,RELIGIOUS educators ,CURRICULUM ,PHILOSOPHY teachers ,GRADUATION (Education) ,POSTMODERNISM (Philosophy) ,PHILOSOPHY of religion - Abstract
Copyright of Revista Prisma Social is the property of Revista Prisma Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
3. Desarrollo espiritual en la escuela
- Author
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Hernández Del Campo, Mónica, primary and González Chávez, Miguel A., additional
- Published
- 2019
- Full Text
- View/download PDF
4. Análise da prática docente na formação inicial de professores de religião
- Author
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Hernández-del-Campo, Mónica Paz, Quezada-Bravo, Albertina del Carmen, and Venegas-Mejías, María Patricia
- Subjects
sistema educativo chileno ,pedagogía universitaria ,Teacher Education ,Formación de profesores ,Teaching Religion [Teaching Practices] ,enseñanza de la religión ,University Pedagogy ,Chilean Education System ,pedagogia universitária ,prácticas docentes ,práticas docentes, ensino da religião ,Formação de professores - Abstract
RESUMEN En este artículo se dan a conocer resultados obtenidos de una investigación sobre la formación inicial docente, en una de las áreas fundamentales de los programas de pedagogía en Chile: las experiencias de práctica en el sistema escolar. La investigación se desarrolló en tres universidades chilenas que imparten programas de formación inicial a profesores de religión católica. A través de las estrategias propias de un estudio de caso, de tipo cualitativo, se obtuvieron las percepciones de estudiantes y supervisores que permiten identificar logros, dificultades, intencionalidad pedagógica, valoración e impacto de los procesos de práctica. Los hallazgos demuestran que las percepciones de estudiantes y supervisores reflejan en general una valoración positiva respecto de los aprendizajes logrados a través de la formación práctica, aunque se visualiza una evidente tensión entre modelos pedagógicos propios de la formación universitaria y lo requerido en el sistema escolar. Esta tensión se ve favorecida por un contexto educativo que sitúa la clase de Religión como una asignatura con disposiciones normativas diferenciadas, que en muchos casos dificulta y problema- tiza la tarea del profesor. ABSTRACT This article presents the results obtained from an investigation about the early stages of the teacher training process in one of the fundamental areas of Chilean pedagogy programs: practical experiences within the school system. The investigation was carried out in three Chilean universities that offer early training programs to Catholic religion teachers. Through the characteristic strategies of a qualitative study case, the perceptions of students and supervisors were obtained, which allows the identification of achievements, difficulties, pedagogical intent, evaluation and impact of the practice processes. The findings reveal that the perceptions of students and supervisors regarding the learning achieved through a practical education are generally positive, although there is an evident tension between the characteristic pedagogical models of college education and the school system's requirements. This tension is encouraged by an educational context that places Religion Class as a subject with differentiated normative provisions, which in many cases hinders and raises problems for the teacher's job. RESUMO Neste artigo apresentam-se os resultados obtidos de uma pesquisa sobre a formação docente inicial, em uma das áreas fundamentais das carreiras de pedagogia no Chile: as experiências de prática no sistema escolar. A pesquisa desenvolveu-se em três universidades chilenas, as quais oferecem carreiras deformação inicial para professores de religião católica. Através das estratégias próprias de um estudo de caso de tipo qualitativo, obtiveram-se as percepções de estudantes e supervisores que permitem identificar ganhos, dificuldades, intencionalidade pedagógica, valorização, e impacto dos processos de prática. Os achados demonstram que as percepções de estudantes e supervisores refletem, em geral, uma valorização positiva ao respeito das aprendizagens alcançadas através da formação prática, embora haja uma evidente tensão entre os modelos pedagógicos próprios da formação universitária e do requerido no sistema escolar. Esta tensão está favorecida por um contexto educativo, que assenta a aula de Religião como uma matéria com disposições normativas diferenciadas, e que dificulta e torna problemático o trabalho do professor em muitos casos.
- Published
- 2016
5. Análisis de la práctica docente en la formación inicial de profesores de religión.
- Author
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Hernández-del Campo, Mónica Paz, del Carmen Quezada-Bravo, Albertina, and Patricia Venegas-Mejías, María
- Subjects
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TEACHER education , *RELIGIOUS studies , *COLLEGE teaching , *EDUCATION , *SCHOOL districts , *PSYCHOLOGY of teachers , *MANAGEMENT - Abstract
This article presents the results obtained from an investigation about the early stages of the teacher training process in one of the fundamental areas of Chilean pedagogy programs: practical experiences within the school system. The investigation was carried out in three Chilean universities that offer early training programs to Catholic religion teachers. Through the characteristic strategies of a qualitative study case, the perceptions of students and supervisors were obtained, which allows the identification of achievements, difficulties, pedagogical intent, evaluation and impact of the practice processes. The findings reveal that the perceptions of students and supervisors regarding the learning achieved through a practical education are generally positive, although there is an evident tension between the characteristic pedagogical models of college education and the school system's requirements. This tension is encouraged by an educational context that places Religion Class as a subject with differentiated normative provisions, which in many cases hinders and raises problems for the teacher's job. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
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