Bilaketaren emaitzak - "school environment"

Not-intentional learning in the complexity of school environment: An emerging matter and actions’ facilitator towards peacebuilding nork Becerra Martínez, James Frank, Cárdenas Forero, Oscar Leonardo, Moncada Rodríguez, María Anais, Negrete Soler, Edith Constanza, Prieto Acuña, Ángela, Uribe Garzón, Sonia Milena

Gaiak: “...school environment...”
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The reflexive teacher, an open posture to action for change nork Jiménez Jaimes, Daniel

“...The problematics that affect its emotional and metal state, on how they are present form the entrance to the educational system and on how the teacher’s relations with the school environment validates some beliefs that affect its work performance. ...”
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Body, Gender, and Sexuality: The pedagogical turn that resists at School nork Bermúdez Gutiérrez, Luís Miguel

“...We conclude by mentioning how, in the last few years, pedagogical practices have emerged to resist hegemonic powers and discourses by introducing the classroom and the school environment to a concept of corporeality, by applying gender perspective in the curriculum, by implementing transversal projects, but also by motivating sorority dynamics, new masculinities and comprehensive sexual education focused on rights and gender equity. ...”
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The Socio-Emotional Perspective of Students: Their Views on Teachers in Class Development nork Ordoñez-Rodriguez, Viviana Yamileth

“...Also, they asked what qualities the best teachers had for them and discussed the importance of harmony in the school environment for learning. The study carried out was qualitative; descriptive-comprehensive type and the discussion group technique was used. ...”
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An Interaction System for Reflection, a Necessary Component in the Continuous Professional Development of Mathematics Teachers nork Castro-Miguez, Luis Alexander

“...Through the reflective interaction system, populations in situations of educational vulnerability were identified due to socio-economic, sociocultural, socio-environmental, and sociobiological factors, and a system of micro-problems inherent in the professional practice of mathematics teachers associated with communication channels, family and school environments, as well as the processes of learning, and teaching mathematics, was developed....”
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