La pr?ctica preprofesional desde la formaci?n docente: fortalezas y experiencias de la modalidad virtual
- Format
- Article
- Status
- publishedVersion
- Description
La educaci?n en formaci?n inicial de docentes se construye desde la fortalezas y experiencias que los practicantes experimentan y vivencian en la pr?ctica educativa en el contexto. El objetivo de esta investigaci?n es construir cualitativamente la experiencia de la pr?ctica preprofesional virtual con la participaci?n de varios estudiantes que exponen su realidad vivida en esta modalidad. Los estudiantes en formaci?n de carrera de pregrado desde la UNAE respondieron a un cuestionario en torno a dos preguntas: ?qu? fortalezas de la pr?ctica preprofesional ubicaron en esta modalidad virtual? Y ?cu?l fue su experiencia en la aplicaci?n directa de la pr?ctica narrando el proceso de aprendizaje? Como resultado, se concluye que el aprender a ense?ar, el saber ser y el saber hacer se construyen desde los componentes de relaci?n e interacci?n con un modelo de pr?ctica que se adapta y permite converger la experiencia educativa en un proceso constante de activar la teor?a, dinamizar la did?ctica, fortalecer el conocimiento y mejorar la calidad educativa.
Teacher education in an initial teacher-training program is built from the strengths and experiences that practitioners live in the contextualized educational practice. The objective of this research is to qualitatively build the experience of virtual teaching practicum through a case study with the participation of several pre-service teachers. Students in undergraduate career training from UNAE, contribute from their experiences and experiences by answering the questions in a survey; What strengths of the practice did you find in this virtual modality? And what was your experience in direct application of practice - narrating the learning process? The realization of this phenomenon implies locating those strengths and experiences of the practice achieved through the virtual educational modality. In this study, it is concluded that learning to teach, knowing how to be an educator, and knowing how to do things is built on the relation and interaction of professional components within a practice-driven model that adapts and allows the educational experience to converge in a constant process of activating theory, dynamizing didactics, strengthening knowledge and improving educational quality.
Azogues
- Publication Year
- 2021
- Language
- Topic
- Educaci?n virtual
Experiencia pedag?gica
Formaci?n docente
Pr?ctica preprofesional
Experiences
Practicum
Teacher education
- Repository
- Repositorio Universidad Nacional de Educación
- Get full text
- http://repositorio.unae.edu.ec/handle/123456789/2159
- Rights
- openAccess
- License