En este artículo se presenta una discusión entre las expectativas de los estudiantes de doctorado con respecto a las competencias que debiesen adquirir tras su formación doctoral, la normativa europea, en específico los documentos emanados desde el Proceso de Bolonia y la normativa chilena, definida a través de las directrices elaboradas por la Comisión Nacional de Acreditación para la formación de posgrado. A partir de este diálogo se propone elaborar un perfil de egreso estándar para los programas de doctorado en educación a través de una metodología cuantitativa basada en el análisis de contenido. Como resultado se presenta un perfil de egreso estándar, basado en el modelo neozelandés, donde se contemplan las diferentes competencias que ha de adquirir un doctor en educación; con ello se pretende avanzar hacia la homogeneización de los perfiles de egreso de este nivel universitario y contribuir a la evaluación de los perfiles de egreso ya existentes.
From a managerial perspective, the rapid diffusion of actions and strategies accelerating the digital transformation of institutions is critical for success. However, in education, business, and management studies, digital transformation can be understood as simple evolutionary processes that enable business models, operational processes, and experiences to be made quickly and efficiently by institutions and agents. This aspect can sometimes lead to opposition, especially when little information is available or in situations of high uncertainty. This research aims to evaluate the involvement of an institutional ecosystem in the digital transformation at universities. Using data collected in Chile, this paper analyzes how the adoption of technologies by universities provides a context for understanding digitalization, measured by the IAU World Higher Education Database (UNESCO). The main finding of this paper is that there is a wide and relevant range of impacts of technological change in higher education institutions, particularly in the categories of values and operations. Additionally, this work serves as a repository of knowledge applicable to similar situations considering the specificities of each particular case. The importance to intervene in relation to certain variables at different levels of managerial performance is described and the implications for higher education institutions are discussed in these pages.
Cierre de edición el 01 de Mayo del 2019] Impacto de las habilidades de comprensión lectora en el aprendizaje escolar: Un estudio realizado en una comuna de la región metropolitana, Chile Impact of reading comprehension skills on school learning: A study made in a commune of the Metropolitan region, Chile Impacto das habilidades de compreensão de leitura na aprendizagem escolar: um estudo realizado em uma comunidade na região metropolitana do Chile
Since virtual education has increased from a local to a global audience, it is of great importance to understand the role that cultural and social backgrounds play in the transition to digital education. Therefore, a review of preferences and evidence among different Latin American regions and nations increases understanding. This digital transformation can be assessed under several categories of cultural, social, and economic situations. Traditionally, universities are known as formal institutions with emerging education trends, but it is mandatory to address the managerial work and implications of the institutions themselves. Particularly, universities play a relevant role in understanding the effective digital transformation in communities, but the profile of the educational system is very important for configuring this process. This research points out the main dimensions that prevent societies from increasing their educational level. By using comparative data analysis and documentary references, this paper highlights a systemic perspective for understanding the digital transformation in higher education, but it also expands the range to managerial decisions about the role educational ecosystems play in this transformation. Moreover, this study provides an overview of how relational elements configure management in higher education institutions.
Initial Teacher Training (ITT) has been a recurring theme in recent years in Chilean educational policy and the field of educational research, mainly due to its impact on the Chilean educational system. Under its relevance, this article analyzes ITT and some aspects of its improvement through the revision methodology described by Kart and Kart (2021). Among the main findings, it is possible to mention that the research provides evidence on the decisions that should be made around the teaching profession and the improvement of initial training not only at the institutional level but also at the educational policy level. At the same time, it highlights the need for comprehensive support for future pedagogues and the importance of using the data obtained through the ‘National Diagnostic Evaluation’ for decision making.
INVESTIGACIONESEvaluación de los aprendizajes sobre ciudadanía: meta evaluación de los instrumentos utilizados en el segundo ciclo básico chileno Learning assessment on citizenship: meta-evaluation of the instruments used in the Chilean second cycle of primary school Karen Núñez ValdésPontificia Universidad Católica de Valparaíso Telf.: (56) 322273385. Correo electrónico: karen.nunez@pucv.cl RESUMEN Los diversos procesos que se han experimentado en los últimos tiempos, no sólo en nuestro país, sino que a nivel mundial, han derivado en diferentes discusiones en torno a la formación ciudadana. En el caso de Chile se ha hecho necesario incluir este eje temático en el currículum nacional, asumiéndose con ello la responsabilidad de educar a los estudiantes en temas ciudadanos. Este nuevo escenario ha planteado múltiples desafíos, especialmente en lo que se refiere a la evaluación de los conocimientos ciudadanos, por lo que en este estudio se pretende construir conocimiento, a partir del análisis de los instrumentos de evaluación con los que se evalúa la ciudadanía en el segundo ciclo básico. Para ello se ha planteado una metodología cualitativa, mediante la cual se analizan ítems de instrumentos tanto de tipo estandarizados como los diseñados por un grupo de docentes de la V región y que son aplicados en los cursos que componen este ciclo.Palabras clave: formación ciudadana, evaluación en el aula, evaluación estandarizada.ABSTRACT The different processes experienced in the last years, not only in our country but also internationally, have derived in different discussions around citizenship. In the Chilean case it has been necessary to include this central theme in the national curriculum; it is assumed then that there is a responsibility to educate students in citizenship topics. This new scenario has raised multiple challenges, especially regarding assessment of citizenship knowledge. In this study, we pretend to build knowledge from the analysis of different assessment tools used to assess students in the second cycle of primary school. In order to do this, a qualitative approach has been devised analyzing the items of the standardized instruments and those designed by a group of teachers of the 5th Region. They were applied in the classes that belong to this cycle.
En este artículo se presenta el análisis de los perfiles de egreso declarados por los programas de Doctorado en Educación dictados en territorio chileno. Este proceso fue realizado en función de un Perfil de Egreso Estándar, donde se explicitan las competencias que ha de adquirir un futuro doctor tras su formación. Este perfil recoge las competencias que se demandan en el contexto globalizado actual, considerando la documentación nacional, internacional y la opinión de los doctorandos. De acuerdo a ello, se propone analizar la coherencia de cada uno de los perfiles de egreso declarados con respecto al perfil de egreso estándar. El método utilizado es de carácter cuantitativo descriptivo, con un diseño de tipo transversal, utilizándose técnicas descriptivas y de asociación. Como resultados se presenta la cuantificación de las competencias disciplinares, metodológicas, instrumentales y genéricas declaradas en los perfiles de egreso de los programas de Doctorado en Educación dictados en Chile, con el fin de contribuir a la evaluación de estos en el contexto nacional. A nivel internacional, se presenta una metodología replicable para el análisis de perfiles de egreso de programas de doctorado.
From international and national agreements, considering the legislation in Chile, Inclusive Education requires having an in-depth understanding of theoretical, normative and legislative constructs so that the teacher can transform and innovate in the school Physical Education class. For this reason, the research question of this review is: How should the appropriation of Educational Inclusion take form for students with Special Educational Needs and living with disabilities when realized by Physical Education teachers? The keywords "Inclusion", "Educational inclusion", "Special educational needs", and "People with disabilities" were used in the Library of National Congress and the Ministry of Education (Chile). Furthermore, decrees and laws were found regulating the teaching profession in school contexts. Finally, school Physical Education teachers must work collaboratively with education professionals if they do not know how to interpret the current regulations that guide their duties. Vital points were evidenced considering the Physical Education initial training, ministerial documents and laws that would allow educational inclusion in the Physical Education and Health class. However, an appropriation of the agreements, regulations and legislation by the Physical Education teacher is even more required.
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