Conversación y mediación del aprendizaje en aulas de diversos contextos socioculturales

Páucar, Marco Antonio Villalta; Budnik, Cecilia Assael; Reyes, Ariel E.

doi:10.22201/iisue.24486167e.2018.160.58496

Cited by 6 publications

(5 citation statements)

References 30 publications

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“…Pedagogical practice is effective when it involves students in their learning and generates meaningful learning [67], favors the development of skills and students can transfer the knowledge acquired at school to social spaces [17]. In this sense, the SL methodology meets these characteristics because it develops the ability to learn by putting theoretical knowledge into practice, giving meaning to the contents [30].…”

Section: Discussionmentioning

confidence: 99%

“…In this way, the process should be planned and incorporate diverse activities where the student is the protagonist, favoring collaborative work, which allows students greater interaction and participation with their peers [16]. Therefore, from this new approach, an effective pedagogical practice is one where the teacher involves students in their learning, motivates them to reflect, to self-evaluate, to learn to learn, to work with others [16,17]. They develop their capacity for criticism and self-criticism to achieve competent citizens, capable of transforming knowledge, of combining theory and practice [18,19], of making decisions when facing and solving problems.…”

Section: Introductionmentioning

confidence: 99%

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Service-Learning as a pedagogical practice for the promotion of generic competencies: A systematic review

Vera-Ruiz,

Romera,

Vega-Muñoz

et al. 2024

Preprint

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Service-Learning (SL) is a methodology that links students directly with reality. It strengthens the development of different competencies in students as they participate in activities associated with community service. The objective of this work is to analyze the SL methodology as an effective pedagogical practice to promote the development of generic competencies in university students. This research is a systematic review. The articles were selected according to the Systematic Reviews and Meta-Analyses (PRISMA) guidelines, and the eligibility criteria proposed by the PICOS strategy (population, interventions, comparators, outcomes and study design) based on 71 records of scientifically identified articles in the Web of Science (WoS) Journal Citation Report databases. Publications between 1999 and 2022 were considered. The literature review allowed the selection of seven articles showing the results of qualitative, quantitative and mixed research. The results reveal that the application of SL enhances the learning of professional and transversal competencies such as teamwork, appreciation and respect for diversity and multiculturalism, ethical commitment, critical and self-critical capacity, social responsibility, among others. It is concluded that this pedagogical practice effectively consolidates the development of these competencies, and that the success of its application depends on the commitment of teachers, students and community partners.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Service-Learning as a pedagogical practice for the promotion of generic competencies: A systematic review

Vera-Ruiz,

Romera,

Vega-Muñoz

et al. 2024

Preprint

View full text Add to dashboard Cite

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“…Currently, there is no specific pedagogical training for rural teachers, nor is there a set definition of what a teacher is or is expected of teachers (Wang et al, 2017), despite the decontextualized nature of lesson content, which does little to foster higher cognitive skills in students (Villalta, Assael, Baeza, 2018;Ainscow, 2020). This has led to a uniform competency-based model imposed by the Chilean state on teacher training (Ferrada, 2019).…”

Section: Pedagogical Knowledge and Reflections Of Chilean Rural Teachersmentioning

confidence: 99%

What do we know about rural teaching identity? An exploratory study based on the generative-narrative approach

Sandoval-Obando,

Pareja-Arellano,

Hernández-Mosqueira

et al. 2023

Journal of Pedagogy

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Generativity, manifested through interest in and commitment to the development of future generations, is a relevant dimension of teaching culture. Objective: To characterize the personal and professional development manifested by educators working in rural schools in Chile. Method: An interpretative-qualitative approach was adopted, based on an exploratory, cross-sectional and non-experimental design. The purposive sample consisted of 18 educators with an average age of 60 and with 33 years of professional experience in rural schools in the Metropolitan, Araucanía and Los Ríos regions (Chile). For the data collection, in-depth interviews were conducted from a narrative-generative perspective. The narratives were analyzed by means of content analysis. Results: Four categories were identified relating to generativity: significant life experiences, pedagogical dimensions of generative development, generative-expansive adulthood and personal formation. The implications of generativity for teaching practice and the way in which it shapes the educational legacy that transcends school space and time are discussed.

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“…El aprendizaje mediado ocurre en la interacción dialógica (Davin, 2013;Moreno & López, 2015). Los criterios de mediación -Universales y Diferenciadores-tienen estructuras dialógicas (Villalta, Assael & Baeza, 2018); en tal sentido es posible observar Intercambios Regulativos Mediados (IRM).…”

Section: Introductionunclassified

Conversación y mirada en aulas urbanas y rurales de primer grado

et al. 2022

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RESUMENEl objetivo fue analizar el efecto de diferentes tipos intercambio regulatorio y la mirada de los profesores sobre sus alumnos en las interacciones de aula, en el primer año de escuelas primarias urbanas y rurales. El estudio es descriptivo y utiliza metodología cuantitativa. Participaron 29 profesoras de escuelas urbanas y rurales de Chile. Se filmó una clase donde se usaron lentes de seguimiento ocular. Se registraron dos tipos de intercambios regulatorios: mediados (IRM) y sin mediación (IR); se calculó el tiempo de fijación de la mirada de las profesoras en los rostros de los alumnos en dichos intercambios. Se encontró que: (1) El rango promedio de fijación de la mirada de las profesoras en las caras de los estudiantes es significativamente mayor en las aulas rurales comparadas con las aulas urbanas; (2) La estructura del IRM no afecta el tiempo de fijación de la mirada de los profesores de aula.Palabras clave: docente de escuela primaria, investigación en el aula, interacción, seguimiento de la mirada, Teoría de la mediación.

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Conversación y mediación del aprendizaje en aulas de diversos contextos socioculturales

Cited by 6 publications

References 30 publications

Service-Learning as a pedagogical practice for the promotion of generic competencies: A systematic review

Service-Learning as a pedagogical practice for the promotion of generic competencies: A systematic review

What do we know about rural teaching identity? An exploratory study based on the generative-narrative approach

Conversación y mirada en aulas urbanas y rurales de primer grado

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