This article is the result of a qualitative research following the characteristics of hermeneutical research aims to understand the training process of the English university professor, taking into account factors that affect and surround the social, economic, and cultural environment; in which the experience and the story of life, shape the professor. A historicity that allows the subject to be an actor of her own life, and from her experiences narrated, it is analyzed and a training path by which the subject under study obtained academic and life skills. All times and spaces in which the professor is exposed are interpreted to understand the whole process of training. Finally, it is evidenced how the professor's training transcends beyond a simple classroom. The experience of life, lifestyle, family background, socio-cultural context are inseparable part of the training processes.
In this article we will discuss, through the explanations given by teachers who teach Mathematics, the importance of using teaching strategies in the implementation of tasks. Teachers who participated in it belong to the group "Observatory Mathematics Education" (OME-Bahia). This study was framed in a qualitative approach and data were collected through observation and an interview. The interview was conducted taking into account the observation produced through videos where the implementation of mathematical tasks was recorded, serving as support different times where teachers used different teaching strategies in order to take them up again at the time of the interviews. The results showed that in the using of each teaching strategy, there is a particular importance that is assumed by the teacher; that means, their intentions are subject to different variables.
Los procesos de cambio científico y tecnológico han generado grandes transformaciones sociales y culturales, al tiempo que le han planteado a la educación la necesidad de producir alternativas sustantivas en su organización y funcionamiento. Esto significa que las tecnologías cumplen hoy un rol fundamental en la vida social, pero también en la educación, en la cual se han posicionado como estrategias fundamentales, no solo para favorecer el acceso a una mayor población estudiantil sino, también, para posibilitar una diversidad de formas de acceso al conocimiento.
In this research article an analysis and evaluation of virtual learning spaces is carried out. To address this process, three (3) academic virtual platforms were selected, Moodle, Blackboard and Jimdo. The methodology used was of a descriptive type, applying the synchronous and asynchronous methods of virtual teaching established in each of the Institutions. A description and evaluation of each virtual platform was carried out taking into account four identified criteria: the technical and material design; instructional design; tutorial action and the virtual class. The evaluation using educational platforms generated scenarios of innovation from the social view since it allowed both the teacher and student to rethink the evaluation not only as an instrument but as a transversal process linked to different fields such as: social, cultural, economic, etc.
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