Search Results - "learning"

Self-efficacy in pedagogical practices of trainee teachers during the pandemic by Gallardo-Contreras, Nilda Ester, Nocetti de la Barra , Alejandra Viviana, Muñoz-Soto, Maurine Constanza

“…It is concluded that, given the health emergency, teachers in training increased teaching self-efficacy, with virtual teaching being a time of intense professional learning.…”
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Words of Peace: A Participatory Design Exercise that Promotes Peace Education in School by Barreto-Mantilla, Yuly Maritza, Cuenca-Camacho, Francisco Ernesto, Díaz-Caldas, María Paula, Cruz-Díaz, José Alejandro

“…As a result, a character and a web prototype were designed where the experience and its products are recorded, at the same time, it transmits learning and conclusions obtained and, in the future, they will serve as input for the mediation of school conflicts.…”
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Teaching experiences in entrepreneurship and its development in high school in Bogotá by Rico Alonso, Angélica, Cárdenas Guerrero, Ángela Patricia, Montoya Camelo, Alejandro

“…This article presents some actions aimed at the implementation of entrepreneurship, from the experience of teachers and instructors of the National Learning Service, through an approach to the reality of some schools in the city of Bogotá. …”
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Pedagogical thoughts on knowledge from the "backpacking" in the city by Castro, Guillermo Williamson

“…Educators integrated in themselves, integrated in the world and their community, can apprehend it, understand it, rationalize it in knowledge and teach it and continue learning it in dialogical pedagogical processes. The open attitude of discovering the world is the basic condition of a free and transformative educator.…”
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The teaching of Social Sciences in the context of social and humanitarian crisis by Rojas Díaz, ​July

“…The challenge that unites us is to build a school where the possibilities are shown in a democratic and inclusive way, so that students develop as free subjects, aware and critical of their realities and can have tools to relate ethically and responsibly with the world, hence, the social sciences can represent a teaching and learning route at school in contexts of humanitarian and social crisis for cultural transformation.…”
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Reflections on Educational Inclusion: A Challenge in the Initial Training of Natural Science Teachers by Castro-Castillo, Diana Carolina, Tuay Sigua, Rosa Nidia

“…One of the most significant challenges of this policy is to have qualified teachers who adapt their teaching strategies to the individual needs of students in order to create inclusive and respectful learning environments. This article seeks to present the current state of the initial training of natural science teachers to address educational inclusion. …”
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An Interaction System for Reflection, a Necessary Component in the Continuous Professional Development of Mathematics Teachers by 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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Educational Trajectories in Rural Contexts: Strategies for Inclusion and Equity in Argentina, Brazil, and Chile. Insights for Colombia by Cano Sua, Miguel Arturo, Artunduaga Lizcano, Flover

“…Among the background issues, the persistence of structural educational gaps in Latin America is highlighted, particularly in rural areas, as these affect the continuity and quality of learning processes. This study adopts a qualitative, descriptive-comparative approach focused on the document analysis of educational policies implemented in Brazil, Argentina, and Chile between 2010 and 2022. …”
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Influencia de las técnicas somáticas en las prácticas pedagógicas y el bienestar emocional en contextos escolares by Castro Martínez, Jaime, León Rodríguez, Diego Armando, Gamboa Mejía, Arnulfo, Mesa Delgado, Ángela Yaneth, Silva Sánchez, Diego Felipe, Ortiz, Andrea, Quintero Montoya, Olga Lucía, Cortés Salcedo, Amanda, Rubio Álvarez, Alexander, González Villegas, Ángela Lucía

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Formulación de lineamientos curriculares para la inclusión de niños y niñas con diversidad funcional visual en las clases de ciencias naturales

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Analysis of socio-environmental problems: an experience from the virtual by Solano, Laura Yesenia

“…This activity aimed to learn about national geography through the exploration of the socio-environmental conflicts that had arisen there. …”
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Esperanza: the rebel teacher who writes in the sindemic by González-Blanco , José Israel, Herrera-Grijalva , María del Pilar

“…The main purpose is to recognize that students have had learnings in the sindemic and the school should work with them.…”
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Financial education in elementary school, an option to work on mathematics in the classroom by Vanegas García, Diana Maritza

“…This article consolidates the classroom work, looking for pedagogical options to propose an alternative teaching of mathematics, working on financial concepts and putting them into practice, while raising problems, knowing the families, thinking about options to learn about finance (savings, budget, investment) and also thinking about the future (professional interests).…”
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Insects at school: an alternative in science education for the construction of a reflective and contextual environmental education by Sánchez Torres, Angélica, Reyes Del Valle, María Lizeth

“…This proposes that children are protagonists in the construction of knowledge through the experience with insects, to know them and learn from them, based on three skills, observation, model building and communication. …”
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Genre Translanguaging: A Complete, Continuous, and Quality Educational Trajectory for Language Teaching by Ramírez, Jaime Andrés, González Mendoza, Yuly Andrea

“…GT is based on the reading to learn methodology, but it extends it from a multilingual perspective, as monolingual (Spanish, then English) and bilingual (English and Spanish simultaneously) cycles to work with model texts belonging to different discursive genres, which, in turn, serve as the main input for generating shared meaning among the students. …”
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