Creencias de los Formadores de Profesores de Distinto Tipo de Universidades sobre Escuelas en Contextos de Pobreza

Nocetti, Viviana Gómez; Gutiérrez-Rivera, Pablo; Gaete-Silva, Alfredo; Marqués-Rosa, María L.

doi:10.4067/s0718-50062019000100095

Cited by 2 publications

(1 citation statement)

References 28 publications

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“…In turn, recent teacher graduates would be able to teach in any establishment, given that the trend indicates that graduates from less selective institutions seek work in schools with similar characteristics to the ones where they studied their initial education [34]. Moreover, the processes of the ITT are not yet capable of changing the representation and beliefs that graduates develop in their years of schooling [35].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Teacher Training in Chile: Where Are Universities Looking? A Narrative Review

Castillo-Paredes

Núñez-Valdés

Dianta

et al. 2022

IJERPH

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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.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Teacher Training in Chile: Where Are Universities Looking? A Narrative Review

Castillo-Paredes

Núñez-Valdés

Dianta

et al. 2022

IJERPH

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Teorías implícitas sobre escritura de estudiantes y formadores de pedagogía

Cruz

2020

magis

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La presente investigación tuvo como objetivo identificar las teorías implícitas acerca de la escritura de estudiantes, formadores y profesores de Pedagogía. La metodología es cuantitativa e incluyó la participación de una muestra representativa de los estudiantes y docentes de Pedagogía de dos regiones chilenas (n=337), a quienes se aplicó un cuestionario validado sobre escritura. Por último, se comprobó que los estudiantes presentan teorías implícitas transmisionales y transaccionales simultáneamente y que las teorías de los sujetos de cuarto año no han evolucionado con respecto a aquellos de primero.Asimismo, se constató que los docentes presentan concepciones similares a las de los estudiantes.

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Creencias de los Formadores de Profesores de Distinto Tipo de Universidades sobre Escuelas en Contextos de Pobreza

Abstract: Palabras clave: instituciones de educación superior; creencias sobre pobreza; escuela vulnerable; formación inicial de profesores

Cited by 2 publications

References 28 publications

Teacher Training in Chile: Where Are Universities Looking? A Narrative Review

Teacher Training in Chile: Where Are Universities Looking? A Narrative Review

Teorías implícitas sobre escritura de estudiantes y formadores de pedagogía

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