Estrategias personalizadas para la enseñanza en educación básica: estudio de revisión.

Aliaga-Correa, Elizabeth

doi:10.33386/593dp.2022.1-1.975

Cited by 3 publications

(3 citation statements)

References 7 publications

(11 reference statements)

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“…It is worth noting that the distinctiveness of educational practice presents an unavoidable and significant challenge in the contemporary landscape (Lerís & Sein, 2011;UNESCO, 2017). Therefore, the conducted study characterises and describes elements and processes specific to personalised education (Aliaga, 2022;Coll, 2018;Lerís & Sein, 2011;Liu et al, 2017), developed within a sample of prominent primary education centers associated with pedagogical renewal.…”

Section: Discussionmentioning

confidence: 99%

“…In this regard, a critical review of academic literature has identified certain elements that promote personalised learning, enrich teacher-student interaction, and improve certain aspects of learning, providing specific orientations, actions, and didactic strategies. Taken together, the following stand out: first, considering the students' interests in the design and development of the didactic process; second, identifying significant learning experiences for the student; and finally, promoting the learner's reflection and responsibility for the teaching and learning process (Aliaga, 2022;Coll, 2016;Huang, Liang, Su & Chen, 2012;Hwang, Sung, Hung & Huang, 2013;Liu, McKelroy, Corliss & Carrigan, 2017;Paz, 2017;Song, Wong & Looi, 2012;Wongwatkit, Srisawasdi, Hwang & Panjaburee, 2017;Xie, Chu, Hwang & Wang, 2019). With regards to this, the words of Engel and Coll (2022) are particularly interesting when they state that "the potential of a given learning personalisation strategy is conditioned by its confluence with others" (Engel & Coll, 2022: page 229).…”

Section: The Uniqueness In Educational Practice: Personalised Educationmentioning

confidence: 99%

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Personalised education in current pedagogical renewal centers

Romero García,

Pericacho Gómez,

Buzón García

et al. 2024

J. Technol. Sci. Educ.

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Pedagogical renewal is a concept loaded with a historical-pedagogical trajectory linked to reflection, social justice, educational improvement, teacher commitment and the questioning of the educational model, with personalised education being a key aspect. The aim of this paper is to analyse how learning is personalised in primary education centres that promote processes of pedagogical renewal. A qualitative methodology is used, based on a case study. Two schools with a high intensity of pedagogical renewal were selected and in-depth interviews were conducted with the management team and teachers, focus groups with families and students, and participant observation. The information derived is analysed with the ATLAS.Ti 22 programme, after coding and categorisation. The results reveal a number of common elements and processes of personalisation of learning which are structured in three dimensions. In the first dimension, school characteristics, the following stand out: student autonomy, individualisation of learning and freedom of choice of learning pathways. As for the second dimension, educational project, the following elements stand out: flexible curricular organisation, active methodology where group work is a key element, organisation of timetables without previously established patterns, the role of accompanying teachers, student focus and active participation of families in daily school life. Finally, from the third dimension, inclusion, the following can be extracted: daily educational work where diversity is not a limitation, but a source of learning of great didactic value.

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Section: Discussionmentioning

confidence: 99%

Section: The Uniqueness In Educational Practice: Personalised Educationmentioning

confidence: 99%

Personalised education in current pedagogical renewal centers

Romero García,

Pericacho Gómez,

Buzón García

et al. 2024

J. Technol. Sci. Educ.

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“…In this sense, in recent decades, there has been a resurgence of pedagogical renewal centres in Spain, which aim to adapt the educational system to the needs of students by integrating methodologies and approaches focused on their personal, competential development and progress within the educational system (Beneyto, Carrete, Arregui & Domingo, 2023). These centres can be considered as catalysts of change that have significantly improved students' socio-emotional skills and academic performance through the implementation of innovative practices and resources adapted to the characteristics of the students (Aliaga, 2022).…”

mentioning

confidence: 99%

Towards a sustainable school culture

Romero-García,

Buzón-García,

Amante García

2024

J. Technol. Sci. Educ.

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Currently, we live in a continuously transforming society, which has led to the educational system facing changes and new challenges. It is necessary to change the previous models and didactic methodologies, which were markedly expository, and the memoristic learning of students, to incorporate profound innovations in the methods used in the training of students at all educational levels, where the student must be the main actor in their own education (Sharma et al., 2023).The learning needs of today's students, who must learn to live in a globalised, digitalised, intercultural, changing society that produces vast amounts of information, require different teaching methods from those used 20 years ago (Ermakova, 2020). In this sense, in recent decades, there has been a resurgence of pedagogical renewal centres in Spain, which aim to adapt the educational system to the needs of students by integrating methodologies and approaches focused on their personal, competential development and progress within the educational system (Beneyto et al., 2023). These centres can be considered as catalysts of change that have significantly improved students' socio-emotional skills and academic performance through the implementation of innovative practices and resources adapted to the characteristics of the students (Aliaga, 2022).This renewal not only focuses on the curricular content but also on the way in which teaching is delivered, always seeking greater inclusion and equity (Engel and Coll, 2022). In this regard, teaching and learning methodologies play a crucial role in the implementation of innovative and renewing processes in education. Therefore, didactic approaches should evolve to give greater prominence to the student and organise teaching based on the acquisition of skills necessary for the professional development of students, such as the ability to collaborate and work in teams, creativity, critical thinking, and digital literacy, among others. Ultimately, they should provide students with tools for autonomous and lifelong learning.This methodological-didactic renewal requires the use of different models and active methodologies in the classroom that grant a fundamental role to students, such as Flipped Learning, collaborative learning, gamification, project-based learning, among others. Frequently, these methodologies are mediated by the use of various digital tools. Digital technologies applied to training and education offer a wide range of possibilities when designing educational activities in the teaching and learning processes, allowing for the representation of information, collaboration, and knowledge construction (Guerrero-Quiñonez et al., 2023).In the process of implementing active methodologies, the teacher plays a very relevant role in designing activities and selecting the appropriate digital tools that enhance the effectiveness of these methodologies for student learning. Continuous teacher training is essential to ensure the effective implementation of innovative methodologies and to adapt them to the specific context of the classroom, promoting deep and meaningful learning (Balladares-Burgos and Valverde-Berrocoso, 2022). AI tools can enhance innovative methodologies and continuous assessment, improving the effectiveness of educational institutions and supporting the continuous training of teachers. Thus, AI becomes a crucial ally in pedagogical renewal and the promotion of sustainable education (Forero-Corba et al., 2024). Teacher training is a determining factor in educational quality, as well-trained teachers can transform the learning experience. They must be equipped with the knowledge and tools necessary to adapt to the demands of an ever-evolving education.

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Aprendizaje autónomo del estudiante de educación básica: Una revisión bibliográfica

Peralta Macedo

2023

revucv-scientia

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El aprendizaje autónomo, es el proceso que permite al estudiante ser independiente al construir sus propios aprendizajes, teniendo la libertad de elegir su propia estrategia, para resolver sus problemas y asumir las consecuencias de sus decisiones, mejorando así su autoestima. El objetivo del presente artículo de investigación es identificar la importancia del aprendizaje autónomo del estudiante de educación básica. Considerando la metodología de revisión bibliográfica, se acudió a fuentes primarias de investigación halladas en bases de datos de publicaciones científicas como: Scielo, Redalyc, Dialnet, y Google académico. Encontrando luego del filtrado 26 investigaciones, cuyos artículos fueron paramentados entre 2019 hasta el 2023, considerado criterio de inclusión y exclusión basados en la estrategia PRISMA que permitieron cubrir el perfil previsto. Concluyendo en la trascendencia del aprendizaje autónomo en los estudiantes de educación básica, pues este tipo de aprendizaje les permitirá estar preparados para enfrentar nuevos retos, en un mundo cambiante y competitivo.

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Estrategias personalizadas para la enseñanza en educación básica: estudio de revisión.

Cited by 3 publications

References 7 publications

Personalised education in current pedagogical renewal centers

Personalised education in current pedagogical renewal centers

Towards a sustainable school culture

Aprendizaje autónomo del estudiante de educación básica: Una revisión bibliográfica

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