Search Results - "interaction"

An Interaction System for Reflection, a Necessary Component in the Continuous Professional Development of Mathematics Teachers by Castro-Miguez, Luis Alexander

“…A system for the continuous training of teachers in natural environments that integrates reflective processes on teaching practices, particularly in the field of school mathematics, as a means to foster discussion, debate, and the exploration of potential solutions to the challenges posed by inclusive mathematical education, involves recognizing key elements and processes within the system, such as substrate, dynamics, and the structure of interaction and reflection. This article presents a system of reflective interaction from the perspective of teachers' professional development, where individuals are valued as beings in constant evolution and transformation; a characteristic that aligns with the dynamic nature of the system. …”
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The comic to the classroom: A narrative didactic by Cabarcas Morales, Yoiseth Patricia

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

Subjects: “…interactions…”
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Yoga for kids: mediation that minimizing school violence by Páez Martínez, Nidya Soraya

“…This conclusión is derived from the pedagogical experience “Yoga, education and life” which was conducted between 2008 and 2012 in the Colegio Técnico Distrital República de Guatemala in Bogotá and the research entitled “Interaction without violence”. In both cases it was concluded that to enhance the interaction without violence in schools, the use of a pedagogical devices in the classroom that enhance not only the externality but also the interiority of children, such as yoga, useful for teacher which shares a long time with them.…”
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Relationship between the accompaniment received in the Programa Todos a Aprender (PTA) and the pedagogical practice of teachers, in the context of confinement due to the COVID-19 p... by Jimenez-Parra, ​Juan Arturo

“…However, during the pandemic, teachers received more training content in the peer interaction dimension, and carried out more activities related to mediation processes; Likewise, it was found that the influence of pedagogical and didactic strengthening was greater in mediation actions, and the influence of peer interaction decreased in all pedagogical practice processes carried out by teachers.…”
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The participation of the student council as a reference for the construction of democratic culture and citizenship at the Villas del Progreso IED School by Gómez-Marrugo, Edie de Jesús

“…In line with what was stated, the research technique used was the focus group, and to stimulate the work a didactic unit was organized, due to the epistemological reflections raised in relation to it; in this case, the teacher-student interaction.…”
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Practices of Resistance in the Use of the Nasa Yuwe Language in the Ancestral Territory of the Nasa Indigenous Reservation by Díaz-Sánchez, Edisson

“…The conceptual basis is based on the decolonization of knowledge and epistemologies of the South, where the project was approached from a qualitative approach, using historical-hermeneutic research and the educational ethnographic method, due to the descriptive exercise of interaction and observation. Among the results, it is evident that much of the population presents difficulties in reading and writing the language because its use had been specified in orality. …”
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Confinement, Face-to-Face: A Look at the Construction of a Pedagogical Experience During the Pandemic by Castro-Hernández, Diana D., Cárdenas-Maldonado, Oscar Mauricio

“…The following text presents a pedagogical experience occurred in the district educational institution Eduardo Umaña Luna IED (EUL) - Bogotá Colombia, in the scenario of remote non-presential education caused by the SARS-CoV-2 pandemic; having as theoretical background the tension originated in the fact of moving and inhabiting the school from a materiality to a virtuality; generating on the one hand, a sharing of the sensitive (Rancière, 2009) by producing in the actors of the educational community other practices of socialization mediated by technological tools; and on the other hand, a pedagogical framework for the understanding of subjectivities mediated by online interaction and socialization, the latter and following the conceptualization outlined by Zemelman (2005) from the production and understanding of subjectivities in modernity, in terms of concepts such as agency, resistances and powers identified in the trajectory of the pedagogical experience, which links and gives voice to the educational community.…”
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Researching Teachers: Overcoming the Metaphorical Senses That Travel from the North to the Global South by Cuineme-Rodríguez, Mónica Yasmín, Castiblanco-Roldán, Andrés

“…We will use metaphor in its power as a key analysis term in symbolic interaction. Fruit of philosophy and discursive analysis, we will play in a critical key using as a mechanism of analysis the possibility of tension that has the metaphorical sense as part of rhetoric and therefore of discourse, in terms of Paul Ricoeur (2001). …”
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Community Education and Ethnobotany: Roots of Knowledge from An Environmental Approach by Castillo Ruge, Mayel Camila, Rodríguez Vargas, Leidy Katherine, Pachón Barbosa, Néstor Adolfo

“…However, in contemporary society, this knowledge has experienced a reduction or fragmentation evidenced in the approach and interaction with communities and their natural environment. …”
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Development of STEM Skills and its Relationship with Environmental Citizenship Education in Preschool Classrooms by Niño Gutiérrez, Elizabeth Magaly, Gómez Torres, Francisco Hernando, Briceño Pira, Lilia

“…This is an innovative, practical, and contextual alternative that also facilitates the interaction between the school and the community. The conclusions indicate that the STEM approach can be interwoven with environmental citizenship education processes in the formal education context by means of living classrooms, in order to foster an active and conscious commitment to the environment. …”
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Leadership for inclusion and social justice: The challenge of directive leadership before the implementation of the School Inclusion Law in Chile by Carrasco Sáez, Andrea, González Martínez, Pablo

“…The analysis used approaches that address leadership in schools as a transformative factor of social and pedagogical interactions, which appreciate diversity and promote participation through the deployment of multiple leaders, to make the school an inclusive space.…”
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Socioemotional Competencies and their Relationship with Educational Trajectories: by Naspiran de la Cruz, Aldemar Antonio

“…This review allows concluding that socioemotional skills play a fundamental role in students' educational trajectories, influencing academic performance, school retention, and the quality of interactions within a given context. Likewise, they contribute to strengthening emotional regulation, personal autonomy, and social skills, which are essential for facing and overcoming personal and academic challenges. …”
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Assessing the Impact of a Virtual Learning Environment on Competency and Metacognitive Skill Development Among Ninth Grade Students by Caraballo Acosta, John Alexander, Barba Morales, Martha Leticia

“…To achieve the objectives, two models of social regulation were applied: one focused on task-centered interactions and another on communication and collaboration. …”
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