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The importance of students developing the knowledge required to handle different tools and machines is specified in the curriculum of vocational education as well as emphasized in research. However, there are very few studies that focus on the learning processes that take place when teachers and students attend to tools and machines as a vocational learning content in workshop teaching sessions. This article aims to shed light on these processes by exploring how tools and machines are constituted through the interaction between vocational teachers and students in Swedish upper secondary vocational education. Leaning on the theoretical and methodological framework CAVTA (Conversational Analysis and Variation Theory Approach) when analysing video-recorded lessons, the study shows that the teaching about tools and machines takes place as a result of suddenly emerging problems that the students encounter. The study also shows that the teaching about tools and machines is conducted through the framing method of individualization, which leads to situations in which some students are given the opportunity to learn specific things about tools and machines, and others are not, even within the same session.

I denne studien har jeg undersøkt hvilket handlingsrom som finnes i LK20 for å lage en relevant og yrkesrettet naturfagundervisning på ungdomsskolen. For å undersøke dette handlingsrommet har jeg utført en læreplananalyse. Grunnen til at jeg har sett på dette er at 50% av norske elever søker seg videre til et av de yrkesfaglige studieprogrammene på VG1 etter ungdomsskolen. Men mange elever opplever at naturfagundervisningen er lite relevant for deres fremtid. Hensikten med denne studien har derfor vært å se om det er handlingsrom for å lage en relevant og yrkesrettet naturfagundervisning allerede på ungdomsskolen slik at elevene skal føle at naturfaget er mer relevant. Min studie viser at det er handlingsrom i LK20 for å lage en relevant og yrkesrettet naturfagundervisning på ungdomsskolen. Dette kan og bør få konsekvenser for hvordan naturfaglærere forholder seg til yrkesretting og tilpasser undervisningen sin til elevene. In this study, I have researched if the middle school science curriculum in LK20 has enough flexibility to accommodate a relevant, vocational focus. To research this topic, I have utilized a curriculum analysis. I have chosen this topic because 50% of Norwegian students apply to VG1 vocational programs after middle school, yet many of these students experience that the science curriculum they have is neither relevant nor beneficial for their future. The purpose of this study has therefore been to determine if the middle school science curriculum in LK20 has enough flexibility to accommodate a relevant, vocational focus, so students will be able to feel how relevant science class can be. My study confirms that there is indeed enough flexibility in the middle school science curriculum in LK20 to accommodate a relevant, vocational focus. This can, and should, affect how science teachers view vocational studies, and, as such, modify science curriculum to their students.

El presente trabajo de investigación, propone desarrollar un Modelo de Negocio para la Escuela de Formación Deportiva de la Universidad Industrial de Santander sede Bucaramanga; está basado en procesos que caracterizan el funcionamiento de la escuela de formación, manejo teórico que lo fundamenta, su estructura organizacional, niveles de competencia e innovación, que permiten ser un marco de referencia en el desarrollo del deporte a nivel departamental y nacional en el surgimiento de nuevos talentos y sostenibilidad financiera para adquirir recursos propios, cambiando la ideología que los presupuestos y el personal idóneo en cada disciplina deportiva no es un gasto para la organización sino una inversión de retorno a futuro “un activo intangible convertido a activo tangible”. Para el desarrollo del proyecto se plantearon cuatro objetivos específicos: el primero, diagnosticar el estado actual de la escuela de formación deportiva mediante un análisis interno y externo que muestre las capacidades, experiencias, trayectoria y procesos de formación deportiva de la escuela; segundo, diseñar la propuesta de valor a través de una investigación de mercados, tercero, establecer las características técnicas administrativas y legales, y cuarto, realizar la viabilidad financiera del nuevo modelo de negocio. El resultado principal del proyecto fue el desarrollo de un el modelo de negocios para la Escuela de Formación que se utilizó una metodología tipo cualitativa descriptiva, a partir del manejo de los datos de la escuela de formación deportiva y su personal (trabajadores, asistentes de campo, profesores, instructores, técnicos, alumnos y deportistas), integrando herramientas de investigación como cuestionarios, encuestas, entrevistas, revisión de información en modelos aplicados en otros centros de formación deportiva a nivel nacional e internacional, clubes deportivos nacionales e internacionales, equipos de formación profesional, publicaciones de artículos relacionados con el mercado de deportistas en el exterior, revistas e investigaciones acordes al tema económico del deporte y el mercado. INTRODUCCIÓN .......................................................................................................... 15 1. PROBLEMA U OPORTUNIDAD ............................................................................... 18 1.1 Antecedentes del problema ................................................................................. 18 1.2 Problema u oportunidad identificada ................................................................... 20 1.3 Pregunta de investigación ................................................................................... 23 1.4 Justificación ......................................................................................................... 25 1.5 Limitaciones ......................................................................................................... 26 1.6 Delimitaciones ..................................................................................................... 26 1.7 Definición de términos ......................................................................................... 27 2. MARCO TEÓRICO Y ESTADO DEL ARTE .............................................................. 30 2.1. Marco de referencia teórico y conceptual ........................................................... 30 2.1.1 Escuela de formación deportiva .................................................................... 30 2.1.2 Modelo de negocio ........................................................................................ 38 2.1.3 Sostenibilidad financiera ............................................................................... 43 2.2. Estado del arte .................................................................................................... 48 3. ASPECTOS METODOLÓGICOS .............................................................................. 61 3.1. Objetivos ............................................................................................................. 61 3.1.1 Objetivo General ........................................................................................... 61 3.1.2 Objetivos específicos .................................................................................... 61 4. METODOLOGÍA DE LA INVESTIGACIÓN ............................................................... 62 4.1. Introducción ........................................................................................................ 62 4.2. Metodología de la investigación .......................................................................... 62 4.4. Población, Participantes y Selección de la muestra ........................................... 72 5. RESULTADOS .......................................................................................................... 76 5.1 Diagnóstico del estado actual de la Escuela ....................................................... 76 5.1.1 Entrevista Director de la Escuela .................................................................. 76 5.1.2 DOFA ............................................................................................................ 85 5.1.3 Análisis Resultados de las Encuestas ........................................................... 87 5.2. Propuesta de valor para la Escuela de Formación Deportiva ............................. 99 5.2.1. Modelo de negocio actual - Canvas ............................................................. 99 5.2.2. Modelo de negocio propuesto - Canvas ..................................................... 113 5.3 Características técnicas administrativas y legales para la Escuela ................... 146 5.3.1 Aspectos normativos ................................................................................... 146 5.3.2. Sistema Nacional del deporte .................................................................... 147 5.3.3. Financiamiento del sistema nacional del deporte ....................................... 148 5.3.4. Comité Olímpico Colombiano ..................................................................... 149 5.3.5. Aspectos administrativos............................................................................ 149 5.4. Viabilidad financiera del nuevo modelo de negocio de la escuela .................... 155 11. CONCLUSIONES .................................................................................................. 163 12. RECOMENDACIONES ......................................................................................... 164 BIBLIOGRAFÍA ........................................................................................................... 165 ANEXOS ..................................................................................................................... 173 Maestría This research work proposes to develop a Business Model for the Sports Training School of the Industrial University of Santander, Bucaramanga headquarters; It is based on processes that characterize the operation of the training school, theoretical management that underpins it, its organizational structure, levels of competition and innovation, which allow it to be a frame of reference in the development of sport at the departmental and national level in the emergence of new talents and financial sustainability to acquire its own resources, changing the ideology that budgets and suitable personnel in each sporting discipline is not an expense for the organization but rather a return investment in the future “an intangible asset converted to a tangible asset”. For the development of the project, four specific objectives were proposed: the first, to diagnose the current state of the sports training school through an internal and external analysis that shows the capacities, experiences, trajectory and processes of sports training of the school; second, to design the value proposition through market research, third, to establish the administrative and legal technical characteristics, and fourth, to make the financial viability of the new business model. The main result of the project was the development of a business model for the Training School that used a descriptive qualitative methodology, based on the management of data from the sports training school and its staff (workers, field assistants , teachers, instructors, technicians, students and athletes), integrating research tools such as questionnaires, surveys, interviews, information review in models applied in other national and international sports training centers, national and international sports clubs, professional training teams, publications of articles related to the sports market abroad, magazines and research according to the economic theme of sport and the market.

Context: This article focus on teaching and learning processes in a vocational classroom in Swedish vocational education. There are few studies within the field of vocational education that have a focus on how vocational learning is done in interaction in the vocational classroom/workshop, and what vocational learning content is displayed in the interaction between teacher and student, and thus made possible to learn. This article aims to fill this gap by exploring the future-oriented movements that take shape when a vocational teacher and vocational students negotiate how a practical task could, and should, be handled and solved in vocational teaching situations in vocational plumbing school workshop settings. An increased understanding of these processes can help to improve the actual teaching of a specific subject content to support students in their vocational learning, aiming for learning a professional trade.Methods: The data consists of video recorded lessons from the Sanitary, Heating and Property Maintenance Programme in Swedish upper secondary school. Through concrete empirical examples from video recorded lessons the article explores the interaction between teachers and students in vocational school workshop settings using CAVTA. CAVTA is based on Conversation Analysis (CA) and Variation Theory (VT) and is a theoretical and methodological framework that can be used together and integrated to reach understanding of both how- and what-aspects of the learning process in practice, when analysing teaching and interaction.Findings: Findings shows how aspects concerning a specific vocational learning content that revolves around a vocational practical doing compete for the space with a vocational learning content of a more general nature. These general objects of learning are also related to work-specific vocational learning and knowledge in relation to the future profession, but on a more general level than the task specific vocational knowledge. Altogether, this illuminates how different layers of work-specific vocational learning are made visible in the interaction, and how they mutually contextualise each other in the here and now.Conclusion: This article illustrates that the specific and the general vocational learning content can complement each other and open up for a more in-depth vocational learning. In conclusion, this article emphasises the importance for vocational teachers to develop teaching strategies to navigate between helping the students in their problem solving here and now, and contextualising the specific vocational learning content and making vocational learning relevant for future vocational occupation and working life.

“El proyecto productivo como estrategia pedagógica para fortalecer las competencias en emprendimiento de los estudiantes de la media vocacional del Instituto Técnico de Sabana de Torres”, es una iniciativa investigativa que surge en la Escuela Rural para contribuir al desarrollo de competencias en emprendimiento, dadas las difíciles condiciones socioeconómicas del contexto. Los planteamientos del pedagogo latinoamericano Paulo Freire, inspiraron este estudio el cual concentra la mirada en los más oprimidos, conecta la educación con su sentido social y promueve nuevas oportunidades y esperanzas para el futuro de los estudiantes. En lo que respecta al proyecto productivo, los planteamientos son soportados por Ángel Ignacio Ramírez Castellanos en su obra más reciente. Pedagogía para aprendizajes productivos. Este estudio se desarrolló bajo el enfoque de Investigación cualitativa de tipo Investigación Acción, se trabajó con un semillero de 11 estudiantes seleccionados según sus intereses y necesidades en el área agropecuaria, una de las modalidades de la Institución Educativa. El proceso de recolección de datos utilizo instrumentos como: cuestionario a estudiantes, entrevistas, diarios de campo y grupos focales con el semillero de estudiantes, obteniendo de fuentes primarias. El desarrollo de este proyecto evidencio la pertinencia del proyecto productivo como escenario para el aprendizaje en la media vocacional al punto que varios estudiantes han iniciado de manera autónoma, procesos de industrialización de las materias primas que tienen en su medio. 1. Contextualización de la Investigación 11 1.1 Descripción del problema 11 1.2 Formulación del Problema 13 1.3 Objetivos 13 1.3.1 Objetivo General. 13 1.3.2 Objetivos Específicos 13 1.4 Justificación 14 1.5 Contexto de la Institución 16 2. Marco Referencial 22 2.1 Antecedentes 22 2.1.1 Antecedentes internacionales. 23 2.1.2 Antecedentes Nacionales. 29 2.1.3 Antecedentes Regionales. 33 2.3 Marco Teórico 35 2.4 Marco Legal 48 3. Proceso Metodológico 52 3.1 Método de Investigación 53 3.2 Etapas de la Investigación Acción 55 3.3 Fases de la Investigación 56 3.3.1 Fase de Identificación. 56 3.3.2 Fase de Diseño e Implementación. 57 3.3.3 Fase de Evaluación. 57 3.3.4 Fase de Reflexión. 58 3.4 Población y Muestra 59 3.5 Instrumentos para la recolección de la información 60 4. Análisis Resultados y Propuesta Pedagógica 68 4.1 Propuesta Pedagógica 81 4.1.1 Propuesta pedagógica para transformar la vida y amar el campo “ITAGRO”. 81 5. Conclusiones 93 6. Recomendaciones 95 Referencias Bibliográficas 96 Apéndices 99 Maestría “The productive project as a pedagogical strategy to strengthen the entrepreneurship skills of the students of the vocational media of the Instituto Técnico de Sabana de Torres" is a research initiative that emerges in the Rural School to contribute to the development of entrepreneurship skills, given the difficult socio-economic conditions of the context. The approaches of the Latin American pedagogue Paulo Freire, inspired this study which focuses on the most oppressed, connects education with its social sense and promotes new opportunities and hopes for the future of students. Regarding the productive project, the approaches are supported by Ángel Ignacio Ramírez Castellanos in his most recent work: Pedagogy for productive learning. This study was developed under the qualitative research approach of Action Research type. It worked with a seedbed of 11 students selected according to their interests and needs in the agricultural area, one of the modalities of the Educational Institution. The data collection process used instruments such as: student questionnaire, interviews, field diaries and focus groups with the student seedbed, obtaining from primary sources. The development of this project evidenced the relevance of the productive project as a stage for learning in the vocational media, to the point that several students have started autonomously, industrialization processes of the raw materials they have in their environment.

The aim of this study is to explore the phenomenon of teaching and learning at higher vocational education schools through administrators’, teachers’ and students’ perceptions. In line with this, phenomenological research design was employed, and data were collected at eight higher vocational schools in Nevşehir, Turkey from 8 administrators, 16 teachers and 16 focus groups through semi-structured interviews and non-participant observation. Data analysis, conducted through inductive content analysis approach, revealed that effective vocational teaching and learning was defined from two perspectives: product-oriented teaching versus process-oriented teaching, and product-oriented learning versus process-oriented learning. Also, aim of higher vocational education, characteristics of effective vocational teacher, learner and program emerged from data. The challenges faced were found related to teachers, students, curriculum, context, system, employers and parents. Finally, the findings related to strategies to cope with those challenges were categorized as teacher-led, student-led and administrator-led practices together with recommendations made to improve effectiveness.

The research of the attitude towards the project teaching was conducted among students (N = 140). With the help of this analysis it is possible to determine in which way the project form of teaching helps to students in master the teaching content. The project teaching conducted at the Electrotechnical School is based on the correlation between various subjects, encouraging students to attain a higher level of knowledge, motivating them for research by providing practical examples, having clearly defined rules and steps to be developed. After completing their project tasks, the students presented their results in front of the class. They are asked to study additional content on the Internet and thus use the computer for positive and useful purposes. Afterwards, students gave their views and opinions about project tasks. We found that they reacted positively to the project tasks, and that they prefered to work in smaller groups (up to 3 students) or independently.

Na ishode u afektivnom području utječu nastavne Outcomes in the affective area are influenced by teaching methods. The research was conducted at the School of Electrical Engineering in Zagreb, on a sample of students of various grades. Motivation, interests and positive attitudes are necessary in process of growing into competent and independent person. Nowadays teachers have great choice of different teaching tools and materials provided by multimedia and computers which increases their opportunities in offering teaching contents to adoption and practicing and evaluation of achievements. The impact of teaching methods on the affective area of students during the adoption of new materials, practicing and assessment of knowledge was observed. Teachers often encounter the situation that regardless of the amount of effort invested in designing the course and preparing teaching, practicing or test the success of the class depends on the students' mood. Sometimes in some educational group some way of work results in successful educational outcomes, and somewhere with the same conditions and efforts of teachers for the same work, success lags behind. Despite the perception that students love to work on the computer, surprising results have been obtained which confirm that in the classroom sit different individuals with different temperaments, types of learning, ways of memorizing materials and personalities. The fact is that not all students accept all teaching methods, no matter how modern and student-orientated they are. By developing technology and more advanced teaching tools, teachers have considerably increased choice of methods, forms of teaching, teaching materials and aids they can use depending on their creativity in order to stimulate the students and induce them to active learning. The results of the research are valuable to the teachers of the vocational group of subjects in the field of electrical engineering and computer science in finding adequate teaching methods in adoption of learning materials and evaluation process in accordance with student affinities with a view to reaching more levels of competences.

A filarmónica é uma autêntica instituição nacional? Sem dúvida. Há neste caso que protege-la, dar-lhe o relevo que necessita e fazer dela uma forte “construção” (Freitas 1946, p. 30). Este trabalho consiste numa pesquisa de mestrado onde se ambicionou observar e analisar a influência das bandas de música na formação profissional do instrumentista de sopro e percussão. O propósito é analisar qual a relevância dessas associações nos instrumentistas e quais os resultados na sua formação como músicos profissionais. A recolha dos dados foi realizada através de um questionário elaborado pela equipa de investigação aplicado a 102 indivíduos e também foram realizadas entrevistas. A nossa amostra foi constituída por indivíduos cuja idade se situa entre os 10 e os 63 anos, sendo que a maioria é do sexo masculino. Os resultados foram de encontro com o objetivo da investigação, demonstraram a importância das bandas de música e das suas escolas na aprendizagem musical no ensino vocacional. Os resultados evidenciaram que o ensino nas bandas filarmónicas e nas instituições do ensino vocacional de música são distintos, mas complementam-se, sendo que muitos músicos iniciam a sua formação nas bandas de música e ingressam no ensino formal, para prosseguir os seus estudos musicais. Abstract : “Are the Philharmonic a true national institution? Without any doubt. One must protect it, giving it the necessary affirmation to make it a stronger “construction” (Freitas 1946, p. 30). This thesis consists in a masters degree survey where both the blowing and percussion musicians are influenced by the professional school training. The main aim is to analise the relevance of these associations on this music players and how it will affect their careers as professional musicians. The data was collected through a questionary and an interview made by the investigation team to a universe of 102 individuals. The sample is constituted by individuals aged between 10 and 63, mostly male. The results are aligned with the investigation goal, showing the philharmonics and its schools importance in the music learning field at the vocational school system. The results show that teaching at philharmonics and at vocational teaching institutions are different, however complementary, several musicians start their training at these philharmonics and go back to formal teaching schools , to progress in their musical formation.

La question de l’accompagnement en formation que nous abordons ici touche les enseignants débutants de l’enseignement professionnel au Québec. Professionnels de leur métier avant de devenir enseignants, ceux-ci doivent relever de nombreux défis parmi lesquels l’identité en changement leur pose une question grave : être ou ne plus être le professionnel de son métier en devenant enseignant interroge la légitimité de la transmission des savoirs et des pratiques du métier. Peuvent-ils alors se sentir encore les héritiers et les transmetteurs d’un métier qu’ils ne pratiquent plus ? Nous avons posé cette question de fond dans le cadre d’un cours de la formation à l’enseignement, dans le but d’en accompagner une réflexion individuelle et collective. Ce texte puise à l’analyse de deux regards sur cette situation de formation, croisement du témoignage du formateur universitaire qui accompagne et de celui des enseignants en formation sur leur perception de cette question existentielle. This text presents a guidance process in response to eminently identity-related questions that many vocational teachers ask themselves in Quebec: How can they make evident what is implicit in a trade when they themselves are outside the work context? Are they really teaching the same trade that they knew themselves? It is also important to be sensitive to vocational teachers’ implicit fear of having to mourn their discipline as well as their concern about the obsolescence of the practical knowledge being taught. The course Histoire et culture de métier [trade history and culture] accordingly aims, among other things, to address this delicate posture of a teacher located “between the trade and teaching” by aligning it with a teaching competency that invites the instructor to “act as a professional who is inheritor, critic and interpreter of knowledge…” (Ministère de l’Éducation du Québec, 2001).

Après avoir évoqué quelques travaux de la littérature sur la détresse psychologique des enseignants, un dispositif d’écoute, de soutien et d’accompagnement des enseignants est présenté. Neuf parcours d’enseignants ayant fait appel à ce dispositif constituent les données de la recherche. Ces données permettent de rendre compte (i) de la souffrance des enseignants telle qu’ils l’expriment, (ii) des lignes directrices des accompagnements qui ont suivi et (iii) des effets de ces accompagnements. La discussion relève les apports des données pour la recherche sur le travail des enseignants. After providing a brief overview of publications on teachers’ mental stress, we present the implementation of a programme for the guidance and psychological assistance of teachers. This research was based on data collected from the situation of nine teachers who asked for help from this programme. We were then able to: (i) analyze the teachers’ distress as expressed, (ii) describe the main outlines of the support provided, and (iii) relate the outcome of that guidance. The discussion stresses the contribution of such data to research on teachers’ work. Después de haber evocado a algunos trabajos de la literatura sobre el malestar psicológico de los profesores, se presenta un dispositivo de escucha, de apoyo y de acompañamiento de los profesores. Nueve casos de profesores que utilizaron este dispositivo constituyen los datos de la investigación. Estos datos permiten rendir cuenta (i) del sufrimiento de los docentes tal y como lo expresan, (ii) de las líneas directrices de los procesos de acompañamiento que siguieron (iii) de los efectos de estos procesos de acompañamiento. La discusión muestra las contribuciones de los datos de la investigación sobre el trabajo de los profesores.

International audience; After providing a brief overview of publications on teachers’ mental stress, we present the implementation of a programme for the guidance and psychological assistance of teachers. This research was based on data collected from the situation of nine teachers who asked for help from this programme. We were then able to: (i) analyze the teachers’ distress as expressed, (ii) describe the main outlines of the support provided, and (iii) relate the outcome of that guidance. The discussion stresses the contribution of such data to research on teachers’ work.; Después de haber evocado a algunos trabajos de la literatura sobre el malestar psicológico de los profesores, se presenta un dispositivo de escucha, de apoyo y de acompañamiento de los profesores. Nueve casos de profesores que utilizaron este dispositivo constituyen los datos de la investigación. Estos datos permiten rendir cuenta (i) del sufrimiento de los docentes tal y como lo expresan, (ii) de las líneas directrices de los procesos de acompañamiento que siguieron (iii) de los efectos de estos procesos de acompañamiento. La discusión muestra las contribuciones de los datos de la investigación sobre el trabajo de los profesores.; Après avoir évoqué quelques travaux de la littérature sur la détresse psychologique des enseignants, un dispositif d’écoute, de soutien et d’accompagnement des enseignants est présenté. Neuf parcours d’enseignants ayant fait appel à ce dispositif constituent les données de la recherche. Ces données permettent de rendre compte (i) de la souffrance des enseignants telle qu’ils l’expriment, (ii) des lignes directrices des accompagnements qui ont suivi et (iii) des effets de ces accompagnements. La discussion relève les apports des données pour la recherche sur le travail des enseignants.

Given the current demands of Swedish vocational education and the withdrawal of the requirement for formal teacher competence in vocational subject teachers, the aim of this article is to develop knowledge of what it means to be a vocational subject teacher in an upper secondary school, i.e., how vocational subject teachers describe their vocational teacher identity. Drawing on a sociocultural perspective, this study analysed data from 22 interviews. The vocational subject teachers describe their relationship with students and the fostering work of teaching for studies, life and work as distinctive characteristics of vocational teacher identity. The fostering work is focused on students’ behaviour, i.e., the relational and normative aspects of a social practice. The study results suggest that the identity of vocational teachers includes guiding students towards memberships in various social practices. The benefit of both high-quality teacher competence and vocational competence in vocational teachers is discussed

Este documento muestra los resultados del proyecto de investigación: “El uso pedagógico de los objetos de aprendizaje en instituciones de educación superior en Colombia que se apoyan en procesos de e-learning”. El problema abordado en esta investigación tiene relación directa con el uso pedagógico que se hace de los objetos de aprendizaje, enmarcado éste en corrientes pedagógicas como conductismo, constructivismo, cognitivismo y conectivismo, el objetivo que se buscó alcanzar es: Identificar el uso pedagógico que primordialmente se está dando a los objetos de aprendizaje en la construcción de conocimiento en Universidades Colombianas que ofrecen programas de educación virtual. 1 INTRODUCCIÓN 10 2 PLANTEAMIENTO DEL PROBLEMA 12 3 ESTADO DEL ARTE 14 3.1 ¿DE DÓNDE VIENE EL TÉRMINO? 14 3.2 ¿QUÉ SON LOS OBJETOS DE APRENDIZAJE? 16 3.3 ¿CÓMO ESTÁ ESTRUCTURADO UN OBJETO DE APRENDIZAJE? 17 3.3.1 Componentes internos 17 3.3.2 Componentes externos 18 3.4 ¿CUÁLES SON LAS CARACTERÍSTICAS DE UN OA? 19 3.5 LA INGENIERÍA DETRÁS DE LOS OBJETOS DE APRENDIZAJE 20 3.6 LA PEDAGOGÍA Y LA DIDÁCTICA DETRÁS DE LOS OBJETOS DE APRENDIZAJE 21 4 METODOLOGÍA 27 4.1 Enfoque y alcance de la investigación. 27 4.2 Población y muestra 28 4.3 Estrategia de recolección de datos e instrumentos 29 4.3.1 La entrevista 29 4.3.2 Escala Likert 30 4.4 Estrategias de análisis de la información recolectada 30 DESCRIPCIÓN DE LA EXPERIENCIA 33 5 RESULTADOS ALCANZADOS 35 6 CONCLUSIONES Y TRABAJO FUTURO 45 REFERENCIAS BIBLIOGRÁFICAS 48 Maestría This document shows the results of the research project: “The pedagogical use of learning objects in higher education institutions in Colombia that are supported by e-learning processes”. The problem addressed in this research is directly related to the pedagogical use that is made of learning objects, framed in pedagogical currents such as behaviorism, constructivism, cognitivism and connectivism, the objective that was sought to be achieved is: Identify the pedagogical use that primarily is being given to learning objects in the construction of knowledge in Colombian Universities that offer virtual education programs.

Les différentes perspectives sociologiques, qui s’affrontent en sociologie des professions comme ailleurs, défendent des conceptions divergentes des savoirs professionnels. A chacune de ces conceptions correspondent un ou plusieurs modèles de formation des enseignants. Pour la perspective fonctionnaliste, ce sont des savoirs à base scientifique et des formations centrées sur l’acquisition des connaissances ; pour les interactionniste, des savoirs d’expérience et des formations centrées sur la démarche d’appropriation par le sujet ; pour la perspective critique et conflictualiste, des savoirs éthiques et des formations centrées sur l’analyse des implications sociales, morales et politiques de l’activité. Beaucoup de formateurs s’inspirent de ces modèles, parfois de manière exclusive, souvent de manière éclectique. Cela dépend de leur position., Bourdoncle Raymond. Savoir professionnel et formation des enseignants. Une typologie sociologique. In: Spirale. Revue de recherches en éducation, n°13, 1994. L’université et les savoirs professionnels, sous la direction de Raymond Bourdoncle. pp. 77-95.

This paper aims to present the results of the research conducted within the LIFE2 project in order to identify the need of vocational teachers and trainers on what would help them to embed life skills into their specialist subject teaching. The needs of employers and learners, in terms of life skills required for increasing the employment prospects, and the opinions of the organisations working with disadvantaged young people were also considered for developing a training pack addressed to vocational teachers and trainers. The key recommendations from the research are focused on the following aspects: teachers and trainers’ needs for practical training; needs of learners as VET future professionals; support activities for teachers and trainers in their organisations.

The aim of this research was to investigate vocational teachers’ ways of thinking about ICT enhanced teaching and teaching approaches associated with the use of ICT in teaching. The study focused on teachers’ ways of apprehending the role of ICT in professional work. Phenomenography, a qualitative research approach that places emphasis on the importance of people’s experience of a phenomenon, was selected as a research methodology for this study. A cohort of 23 teachers from three Technical and Further Education (TAFE) institutions in New South Wales, Australia, participated in semi-structured, in-depth interviews. These interviews were used to identify the qualitatively different ways in which vocational teachers understand and conceptualise the phenomenon of ICT use in TAFE and workplace settings. Interviews were analysed using an iterative seven-step process through which five conceptions of, and five approaches to, ICT-enhanced teaching were revealed, and three conceptions of ICT in workplaces were discerned. Dimensions of variation among the categories of conceptions are presented and discussed, that extended previous knowledge by identifying new dimensions. Findings of this research enhance the existing teacher-centred and learning-centred frameworks of teachers’ conceptions. The study shows that approaches to ICT-enhanced teaching cover a range of aspects including: conveying information, promoting students’ active learning in development of knowledge and skills, and meeting the needs of industry. New knowledge on the way vocational teachers understand the role of ICT in workplaces also emerged through the study. These findings provide useful information for people who work in: the development of vocational educational, teaching of industrial practices, and academic development programs. The thesis proposes further lines of exploratory research: to investigate discipline-focused ICT-enhanced teaching in vocational education.