Buenas Prácticas Docentes desde la subjetividad estudiantil
The precision of what can be considered as a good practice could be set from a moralistic perspective, not a pedagogical or psychological one, an aspect that influences higher education. Some courses do not contribute to personal and professional development of students; therefore it is essential to...
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2024
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| Acesso em linha: | http://repositorio.ulvr.edu.ec/handle/44000/6971 |
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| author | Mogrovejo Gualpa, Javier Oscar |
| author2 | Guamán León, Camila Virginia Medina Cerruffo, Lilibeth Angie |
| author2_role | author author |
| author_facet | Mogrovejo Gualpa, Javier Oscar Guamán León, Camila Virginia Medina Cerruffo, Lilibeth Angie |
| author_role | author |
| collection | Repositorio Universidad Laica Vicente Rocafuerte |
| dc.creator.none.fl_str_mv | Mogrovejo Gualpa, Javier Oscar Guamán León, Camila Virginia Medina Cerruffo, Lilibeth Angie |
| dc.date.none.fl_str_mv | 2024-02-06T22:23:18Z 2024-02-06T22:23:21Z 2024-02-06T22:23:18Z 2024-02-06T22:23:21Z 2024 |
| dc.format.none.fl_str_mv | pp. 120-133 |
| dc.identifier.none.fl_str_mv | Mogrovejo Gualpa, J. O., Guamán León, C. V., & Medina Cerruffo, L. A. (2024). Buenas Prácticas Docentes desde la subjetividad estudiantil. Yachana Revista Científica, 13(1), 120-133. 2528-8148 http://repositorio.ulvr.edu.ec/handle/44000/6971 |
| dc.language.none.fl_str_mv | spa |
| dc.publisher.none.fl_str_mv | Guayaquil: ULVR, 2024. |
| dc.rights.none.fl_str_mv | http://creativecommons.org/licenses/by-nc-sa/3.0/ec/ info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Repositorio Universidad Laica Vicente Rocafuerte instname:Universidad Laica Vicente Rocafuerte instacron:ULVR |
| dc.subject.none.fl_str_mv | Docencia Enseñanza superior Aprendizaje Estudiante universitario |
| dc.title.none.fl_str_mv | Buenas Prácticas Docentes desde la subjetividad estudiantil |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/publishedVersion info:eu-repo/semantics/article |
| description | The precision of what can be considered as a good practice could be set from a moralistic perspective, not a pedagogical or psychological one, an aspect that influences higher education. Some courses do not contribute to personal and professional development of students; therefore it is essential to know the perception of university students on good teaching practices, in order to discover the impact that these learning experiences have had on their professionalization. At the same time, to reflect on the factors that intervene in the student's subjectivity to estimate that a teaching practice is good. The participants were former students of Psychology at the University of Guayaquil. The method applied was phenomenological with purposive sampling. The information was obtained through observation, checklist and in-depth interview; the results indicated that in the perception of the participants, the cognitive elements are prioritized to denote the teaching practice as good,leaving aside the affective and personality traits. It was concluded that good teaching practice demand to be holistic and integral, encompassing thinking, feeling, ethical, personological and social dimensions, elements not perceptively considered by university students. A good teaching practice is challenging because it implies breaking with the rigidity of institutional regulations. It is necessary to make teaching practice more flexible in order to achieve a free and critical education. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | ULVR_84b967892b0c8bad47777e897366e2f2 |
| identifier_str_mv | Mogrovejo Gualpa, J. O., Guamán León, C. V., & Medina Cerruffo, L. A. (2024). Buenas Prácticas Docentes desde la subjetividad estudiantil. Yachana Revista Científica, 13(1), 120-133. 2528-8148 |
| instacron_str | ULVR |
| institution | ULVR |
| instname_str | Universidad Laica Vicente Rocafuerte |
| language | spa |
| network_acronym_str | ULVR |
| network_name_str | Repositorio Universidad Laica Vicente Rocafuerte |
| oai_identifier_str | oai:localhost:44000/6971 |
| publishDate | 2024 |
| publisher.none.fl_str_mv | Guayaquil: ULVR, 2024. |
| reponame_str | Repositorio Universidad Laica Vicente Rocafuerte |
| repository.mail.fl_str_mv | . |
| repository.name.fl_str_mv | Repositorio Universidad Laica Vicente Rocafuerte - Universidad Laica Vicente Rocafuerte |
| repository_id_str | 0 |
| rights_invalid_str_mv | http://creativecommons.org/licenses/by-nc-sa/3.0/ec/ |
| spelling | Buenas Prácticas Docentes desde la subjetividad estudiantilMogrovejo Gualpa, Javier OscarGuamán León, Camila VirginiaMedina Cerruffo, Lilibeth AngieDocenciaEnseñanza superiorAprendizajeEstudiante universitarioThe precision of what can be considered as a good practice could be set from a moralistic perspective, not a pedagogical or psychological one, an aspect that influences higher education. Some courses do not contribute to personal and professional development of students; therefore it is essential to know the perception of university students on good teaching practices, in order to discover the impact that these learning experiences have had on their professionalization. At the same time, to reflect on the factors that intervene in the student's subjectivity to estimate that a teaching practice is good. The participants were former students of Psychology at the University of Guayaquil. The method applied was phenomenological with purposive sampling. The information was obtained through observation, checklist and in-depth interview; the results indicated that in the perception of the participants, the cognitive elements are prioritized to denote the teaching practice as good,leaving aside the affective and personality traits. It was concluded that good teaching practice demand to be holistic and integral, encompassing thinking, feeling, ethical, personological and social dimensions, elements not perceptively considered by university students. A good teaching practice is challenging because it implies breaking with the rigidity of institutional regulations. It is necessary to make teaching practice more flexible in order to achieve a free and critical education.La precisión de lo que puede ser considerado como una buena práctica puede fijarse desde una perspectiva moralista, no pedagógica ni psicológica; aspecto que influye en la educación superior. Algunas cátedras no aportan al desarrollo personal y profesional de los alumnos, por ello es indispensable conocer la percepción de los estudiantes universitarios sobre las buenas prácticas docentes para descubrir el impacto que han tenido esos aprendizajes en su profesionalización. Al mismo tiempo, reflexionar sobre los factores que intervienen en la subjetividad del estudiante para estimar que una práctica docente es buena. Los participantes fueron egresados de la Carrera de Psicología de la Universidad de Guayaquil. El método empleado fue fenomenológico con un muestreo intencional. La información se obtuvo por observación, lista de cotejo y entrevista en profundidad; y los resultados indicaron que en las percepciones de los encuestados se priorizan los fundamentos cognitivos para denominar la praxis docente como buena, dejando de lado el componente afectivo y rasgos de personalidad. Se concluyó que las buenas prácticas docentes demandan ser holísticas e integrales, abarcando el pensar y sentir, lo ético, personológico y social, elementos no considerados perceptivamente por los universitarios. Una buena práctica docente es desafiante porque implica romper con la rigidez de las normativas institucionales. Es necesario flexibilizar la práctica docente para lograr una educación libre y crítica.Guayaquil: ULVR, 2024.2024-02-06T22:23:18Z2024-02-06T22:23:21Z2024-02-06T22:23:18Z2024-02-06T22:23:21Z2024info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlepp. 120-133Mogrovejo Gualpa, J. O., Guamán León, C. V., & Medina Cerruffo, L. A. (2024). Buenas Prácticas Docentes desde la subjetividad estudiantil. Yachana Revista Científica, 13(1), 120-133.2528-8148http://repositorio.ulvr.edu.ec/handle/44000/6971spahttp://creativecommons.org/licenses/by-nc-sa/3.0/ec/info:eu-repo/semantics/openAccessreponame:Repositorio Universidad Laica Vicente Rocafuerteinstname:Universidad Laica Vicente Rocafuerteinstacron:ULVR2024-02-16T08:03:24Zoai:localhost:44000/6971Institucionalhttp://repositorio.ulvr.edu.ec/Universidad privadahttps://www.ulvr.edu.ec/http://repositorio.ulvr.edu.ec/oai.Ecuador...opendoar:02026-03-22T02:17:51.890292Repositorio Universidad Laica Vicente Rocafuerte - Universidad Laica Vicente Rocafuertetrue |
| spellingShingle | Buenas Prácticas Docentes desde la subjetividad estudiantil Mogrovejo Gualpa, Javier Oscar Docencia Enseñanza superior Aprendizaje Estudiante universitario |
| status_str | publishedVersion |
| title | Buenas Prácticas Docentes desde la subjetividad estudiantil |
| title_full | Buenas Prácticas Docentes desde la subjetividad estudiantil |
| title_fullStr | Buenas Prácticas Docentes desde la subjetividad estudiantil |
| title_full_unstemmed | Buenas Prácticas Docentes desde la subjetividad estudiantil |
| title_short | Buenas Prácticas Docentes desde la subjetividad estudiantil |
| title_sort | Buenas Prácticas Docentes desde la subjetividad estudiantil |
| topic | Docencia Enseñanza superior Aprendizaje Estudiante universitario |
| url | http://repositorio.ulvr.edu.ec/handle/44000/6971 |