Relationships and tensions between the curricular program and the lived curriculum. A narrative research

Alonso, Diego Martín; Sierra, Eduardo; Blanco, Nieves

doi:10.1016/j.tate.2021.103433

Cited by 8 publications

(6 citation statements)

References 17 publications

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“…Por un lado, llaman innovación al uso de metodologías y recursos novedosos (primando las TIC), pero cuando se les pregunta por prácticas orientadas a la equidad señalan a la escucha y la relación educativa. Aparece así una tensión y discordancia entre defender el discurso neoliberal y propio del modelo posfordista y performativo de que innovación es cambiar la metodología y mejorar resultados, y el propio del campo de la pedagogía de que lo importante en educación se juega en la relación (Martín-Alonso et al, 2021).…”

Section: La Cultura De La Performatividad Como Sostén De Los Discurso...unclassified

Performatividad, innovación y rendición de cuentas. Un estudio de caso sobre los discursos docentes en tiempos de la Agenda Global Educativa

Martín-Alonso,

Guzmán-Calle,

Rodríguez-Martínez

2024

REIFOP

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The incorporation of strategies and mechanisms of business management in education have generated a mercantilist vision of it, influenced by international organizations, which transforms the discourses and, consequently, the teaching practices. In this framework, the purpose of the research is to delve into the discourses that guide the practices of teachers and how they are mediated by the policies of the Global Education Agenda. For this, a case study is carried out using two procedures: semi-structured interview and discussion group. As results, we can observe that teachers express the perception of an increased bureaucratic burden as part of the control and accountability with the educational administration and the desire to develop innovative methodologies, generally related to new technologies. As well as the imposition of academic results in the design and execution of teaching practices. La incorporación de estrategias y mecanismos de gestión empresarial en la educación han generado una visión mercantilista de ésta, influenciada por las organizaciones internacionales, que transforman los discursos y, por consiguiente, las prácticas docentes. En este marco, el propósito de la investigación es ahondar en los discursos que guían las prácticas del profesorado y en qué medida estos se encuentran mediatizados por las políticas de la Agenda Global Educativa. Para ello se realiza un estudio de caso en el que se emplean dos procedimientos: entrevista semiestructurada y grupo de discusión. Como resultados, se observa que el profesorado manifiesta la percepción de un aumento de la carga burocrática como parte del control y la rendición de cuentas con la administración educativa y el deseo de desarrollar metodologías innovadoras, generalmente relacionadas con las nuevas tecnologías. Así como la imposición de los resultados académicos en el diseño y ejecución de las prácticas docentes.

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Section: La Cultura De La Performatividad Como Sostén De Los Discurso...unclassified

Performatividad, innovación y rendición de cuentas. Un estudio de caso sobre los discursos docentes en tiempos de la Agenda Global Educativa

Martín-Alonso,

Guzmán-Calle,

Rodríguez-Martínez

2024

REIFOP

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“…The change from objective-based pedagogy to competency-based approaches appears to be no more than a change in the language rather than a change in the way the education system is structured or designed, as many countries are still organizing their education systems based on technological objective-based pedagogy (Martín-Alonso et al, 2021). Zhao and Watterston (2021) identified three big changes that education should make post COVID: a curriculum that is developmental, personalized, and evolving; pedagogy that is student-centered, inquirybased, authentic, and purposeful; and delivery of instruction that capitalizes on the strengths of both synchronous and asynchronous learning.…”

Section: Need For Restructuring Architectural Education Post Covid-19mentioning

confidence: 99%

Restructuring Architectural Education Post Covid-19: Professional Practice and Construction Industry Expectations

Garg

Sharma²,

Kamal³

2022

AEJ

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Introduction: It is clear that there is a gap between academic knowledge and professional practice in the field of architecture. Based on feedback from the industry, recent graduates lack the required skills, technical knowledge, and professional competencies. To keep pace with the rapidly changing technological scenario, the entire curriculum and syllabus of undergraduate (UG) level architectural education in India need restructuring and revision with reference to the contents to be taught and technical skills to be gained. In the past few years, student enrollment in UG-level architecture programs in India has declined, whereas demand projected experiences an upward movement. Purpose of the study: We aimed to restructure architectural education post COVID-19 pandemic with reference to professional practice and market expectations. For that purpose, we needed to review various aspects of higher education, the current scenario, and graduate attributes and reformulate those in terms of architectural education. It has become imperative to strengthen architectural education, especially post COVID-19 crisis. Prospective future professionals should be trained to meet the construction industry expectations while continuing their independent lifelong learning to ensure their global acceptability. Methods: The study methodology involves a market survey to analyze the current situation and determine construction industry expectations for recent graduates of architecture programs. The survey covered representatives of academia and construction industry professionals. Results and Discussion: The findings show that there is potential for restructuring the architectural education curriculum to both suit the educational purpose and meet the industry expectations. Its restructuring with a fresh approach will help architecture students learn more thoroughly how to become professionals ready to work in the Indian market as well as accept the global challenges presented by changing technology. The outcome of this study is presented in the form of a simple model curriculum, which can be adopted by institutions imparting architectural education.

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Section: Need For Restructuring Architectural Education Post Covid-19mentioning

confidence: 99%

Untitled

2022

AEJ

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Relationships and tensions between the curricular program and the lived curriculum. A narrative research

Cited by 8 publications

References 17 publications

Performatividad, innovación y rendición de cuentas. Un estudio de caso sobre los discursos docentes en tiempos de la Agenda Global Educativa

Performatividad, innovación y rendición de cuentas. Un estudio de caso sobre los discursos docentes en tiempos de la Agenda Global Educativa

Restructuring Architectural Education Post Covid-19: Professional Practice and Construction Industry Expectations

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