La formaciĆ³n continua del docente/tutor en la habilidad aprender a aprender en el escenario universitario
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Fecha
2024-08-30
Profesor/a GuĆa
Facultad/escuela
Idioma
es
TĆtulo de la revista
ISSN de la revista
TĆtulo del volumen
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Universidad AndrƩs Bello
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Licencia CC
Licencia CC
Resumen
La formaciĆ³n continua del docente universitario constituye una necesidad de la enseƱanza superior de la RepĆŗblica de Angola. Las carencias que en el orden teĆ³rico y prĆ”ctico se detectan a este proceso y la necesidad de que el docente/tutor se convierta en un transformador del escenario de la prĆ”ctica pedagĆ³gica, conducen a determinar como objetivo de esta investigaciĆ³n la propuesta de un programa de formaciĆ³n continua del docente/tutor en la habilidad aprender a aprender. El programa se distingue por la forma en que se estructuran sus bases teĆ³ricas con carĆ”cter integrador, en el que se concibe la formaciĆ³n continua del docente/tutor en el trĆ”nsito por cada una de sus etapas, cuyo contenido le otorga singularidad a partir de la determinaciĆ³n de los criterios y secuencias de aprendizaje que permiten alcanzar un nivel de dominio de esta habilidad. Se aplicaron mĆ©todos del nivel teĆ³rico, empĆrico y estadĆsticos para la valoraciĆ³n del diagnĆ³stico inicial y las transformaciones logradas en el docente/tutor en el contexto del Instituto Superior de Ciencias de la EducaciĆ³n-Huambo-Angola los que corroboraron la pertinencia de la propuesta y el movimiento ascendente en el nivel de dominio de la habilidad aprender a aprender.
Continuing education for university teachers is a necessity for higher education in the Republic of Angola. The theoretical and practical deficiencies detected in this process and the need for the teacher/tutor to become a transformer of the pedagogical practice scenario, lead to determining as an objective of this research the proposal of a continuing education program for teachers/tutors in the skill of learning to learn. The program is distinguished by the way its theoretical bases are structured with an integrative character, in which the continuing education of teachers/tutors is conceived in the transition through each of its stages, whose content grants it uniqueness from the determination of the criteria and learning sequences that allow reaching a level of mastery of this skill. Theoretical, empirical and statistical methods were applied to assess the initial diagnosis and the transformations achieved in the teacher/tutor in the context of the Higher Institute of Educational Sciences-Huambo-Angola, which corroborated the relevance of the proposal and the upward movement in the level of mastery of the learning to learn skill.
Continuing education for university teachers is a necessity for higher education in the Republic of Angola. The theoretical and practical deficiencies detected in this process and the need for the teacher/tutor to become a transformer of the pedagogical practice scenario, lead to determining as an objective of this research the proposal of a continuing education program for teachers/tutors in the skill of learning to learn. The program is distinguished by the way its theoretical bases are structured with an integrative character, in which the continuing education of teachers/tutors is conceived in the transition through each of its stages, whose content grants it uniqueness from the determination of the criteria and learning sequences that allow reaching a level of mastery of this skill. Theoretical, empirical and statistical methods were applied to assess the initial diagnosis and the transformations achieved in the teacher/tutor in the context of the Higher Institute of Educational Sciences-Huambo-Angola, which corroborated the relevance of the proposal and the upward movement in the level of mastery of the learning to learn skill.
Notas
IndexaciĆ³n: Revista UNAB.
Palabras clave
FormaciĆ³n continua, Habilidad aprender a aprender, Secuencias de aprendizaje, Continuing education, Learning to learn skill, Learning sequences
CitaciĆ³n
PEM. Revista de DidĆ”ctica, EvaluaciĆ³n e InnovaciĆ³n NĀ°5: 5ā12
DOI
https://doi.org/10.53382/issn.2735-7414.8