In the context of Professional Technical Education, Dual Modality has been a commitment of the Chilean Ministry of Education to improve Professional Technical training in High School. The change has involved a curricular innovation around the development of basic competences where, in addition to the teacher and the traditional classroom, other agents and other scenarios that share the work of teaching concur. In this context, the research consigned, according to its objectives and methodological formulation, describes the characteristics of the Dual Professional Technical training of the Administration specialty of the Monseñor Guillermo Carlos Hartl Educational Complex of the Pitrufquén commune, in Chile.It is intended to investigate the effectiveness of the integrated curriculum through the assessment of achievement of the basic competencies of students who are in the 4th Middle Year of said specialty (with Dual mode), in direct relation to the required graduate and professional profile and in contrast, with that of students of the specialty of "Electricity", without the Dual Modality. What is demonstrated by this research is that students achieve comprehensive development with the development of social, generic and technical skills, which will allow each one to face the world of work as a competent and comprehensive person.
Research is a process aimed at seeking new knowledge, in this case, it will be to find alternative paths in the field of new technologies that serve to support special educational needs. Society demands these technological contributions to solve problems that contribute to inclusion, which led man to work with greater ergonomics; The school, a social institution, also needs these resources so that all students can build a teaching process of functional and meaningful learning for every student. The educational system outlines an education that attends to the educational needs of all students; from these pages, the intention is that new technologies are a path of support that assists diversity and inclusion.
RESUMENEl presente trabajo corresponde a una reflexión acerca de varias teorías y enfoques del aprendizaje y su relevancia en la capacitación de reflexión que emerge desde la práctica de la capacitación, y atendiendo al hecho que el sentido de qué implica aprender y cómo es que se aprende no está en el centro de la discusión en las universidades en América Latina, en las cuales se enfatiza más el qué enseñar antes que cómo enseñar. Revista Observatório, Palmas, v. 4, n. 5, p. PALABRAS CLAVES: José Manuel Salum Tomé 1, 2El presente trabajo corresponde a una reflexión acerca de varias teorías y enfoques del aprendizaje y su relevancia en la capacitación de agentes sociales, reflexión que emerge desde la práctica de la capacitación, y atendiendo al hecho que el sentido de qué implica aprender y cómo es que se aprende no está en el centro de la discusión en las universidades en América Latina, en las enfatiza más el qué enseñar antes que cómo enseñar. El presente trabajo corresponde a una reflexión acerca de varias teorías y agentes sociales, reflexión que emerge desde la práctica de la capacitación, y atendiendo al hecho que el sentido de qué implica aprender y cómo es que se aprende no está en el centro de la discusión en las universidades en América Latina, en las reaprender y Educación ABSTRACTSThe present work corresponds to a reflection about several theories and approaches of the learning and their rel reflection that emerges from the practice of the training, and attending to the fact that the meaning of what it implies to learn and how it is that is learned is not at the center of the discussion in universities emphasizes more what to teach rather than how to teach. KEYWORDS: Learning; unlearning RESUMOO presente trabalho corresponde a uma reflexão sobre várias teorias e abordagens à aprendizagem reflexão que emerge da prática da formação, e levando em conta o fato de que o significado do que significa aprender e como é isso O que se aprende não está no centro da discussão nas universidades da Améri mais ênfase ao que ensinar do que a como ensinar. PALAVRAS-CHAVE:Aprendizado permanente. Revista Observatório, Palmas, v. 4, n. 5, p.The present work corresponds to a reflection about several theories and approaches of the learning and their relevance in the training of social agents, reflection that emerges from the practice of the training, and attending to the fact that the meaning of what it implies to learn and how it is that is learned is not at the center of the discussion in universities in Latin America, which emphasizes more what to teach rather than how to teach.unlearning; relearning and continuing education O presente trabalho corresponde a uma reflexão sobre várias teorias e abordagens à aprendizagem e sua relevância na formação de agentes sociais, reflexão que emerge da prática da formação, e levando em conta o fato de que o significado do que significa aprender e como é isso O que se aprende não está no centro da discussão nas universidades da América Latina, em que se dá mais ênfase ao que ensi...
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