Conjugación hermenéutica del aprendizaje mediante prácticas para la formación docente universitaria

Autores/as

  • George Argota Pérez Centro de Investigaciones Avanzadas y Formación Superior en Educación, Salud y Medio Ambiente ¨AMTAWI¨. Puno, Perú.
  • Rina Álvarez Becerra Universidad Nacional Jorge Basadre Grohmann (UNJBG). Facultad de Ciencias de la Salud.Tacna, Perú.
  • Edgar Hernández Huaripaucar Universidad Nacional San Luis Gonzaga (UNSLG). Facultad de Odontología. Ica, Perú.
  • Javier Sotomayor Galindo Universidad Alas Peruanas (UAP). Facultad de Ciencias Empresariales y Educación. Tacna, Perú.
  • Marilda Dávila Rivera Universidad Alas Peruanas (UAP). Facultad de Ciencias Empresariales y Educación. Tacna, Perú.
  • Rosa Bernabé Menéndez Universidad Alas Peruanas (UAP). Escuela de Posgrado. Tacna, Perú.

DOI:

https://doi.org/10.24039/cv201972820

Palabras clave:

conceptos, evaluación, formación, interpretación, procedimientos

Resumen

El propósito del estudio fue conjugar la hermenéutica del aprendizaje mediante prácticas para la formación docente universitaria. El estudio se realizó en la Universidad Nacional ¨San Luis Gonzaga¨ de Ica durante el 2018 donde se consideró en el programa de diplomado internacional ¨Creatividad Científica e Innovación Tecnológica¨, el aprendizaje formativo de docentes universitarios. Se seleccionó mediante un muestreo probabilístico aleatorio, tres docentes universitarios entregándoles un mismo artículo científico para el análisis y reconocimiento metodológico de seis indicadores: 1ro) variable de selección, 2do) enfoque de la investigación, 3ro) tipo de artículo científico orientado, 4to) reconocimiento cognoscitivo, 5to) estructura metodológica de interés y 6to) criterio de interpretación y aporte. Los resultados se compararon con una clave de respuesta. Luego, se evaluó el nivel de aprendizaje mediante una prueba psico-laboral de rapidez y una prueba por escala de comprensión. Se asignó 10 puntos como valor máximo a cada prueba considerándose de excelente el resultado, si la calificación se halla en el rango de 18 a 20 puntos. El promedio de las calificaciones según la respuesta a los seis indicadores fue de 10,66 puntos mientras que, para las pruebas fue de 15,16 puntos. La baja puntuación demuestra dificultad en la interpretación de estructuras metodológicas y de conceptos. Se concluye que, la formación docente universitaria para ser considerada como aceptable debe incorporarse de forma permanente, la interpretación práctica de conjugaciones procedimentales y conceptuales donde se oriente el análisis y la valoración situacional de juicio crítico en el entendimiento del aprendizaje.

ABSTRACT

The purpose of study was to combine the hermeneutics of learning through practices for university teacher training. The study was carried out at the National University ¨San Luis Gonzaga¨ of Ica during 2018 where it was considered in the international diploma program “Scientific Creativity and Technological Innovation”, the training learning of university teachers. Three university teachers were selected by means of a random probability sampling, giving them the same scientific article for the analysis and methodological recognition of six indicators: 1st) selection variable, 2nd) research approach, 3rd) type of scientific article oriented, 4th) recognition cognitive, 5th) methodological structure of interest and 6th) criterion of interpretation and contribution. The results were compared to a response key. Then, the level of learning was assessed by means of a psycho-labor test of speed and a test by scale of understanding. 10 points were assigned as the maximum value to each test considering the result to be excellent, if the score is in the range of 18 to 20 points. The average scores according to the response to the six indicators was 10.66 points while, for the tests it was 15.16 points. The low score shows difficulty in interpreting methodological structures and concepts. It is concluded that, university teaching training to be considered acceptable must be incorporated permanently, the practical interpretation of procedural and conceptual conjugations where the analysis and situational assessment of critical judgment in the understanding of learning is oriented.

Keywords: Concepts, evaluation, training, interpretation, procedures.

 

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Adams, R., Martin, S. & Boom, K. (2018). University culture and sustainability: Designing and implementing an enabling framework. Journal of Cleaner Production; 171, 434-445. doi.org/10.1016/j.jclepro.2017.10.032

Algodón, D., Shiel, C. & Paco, A. (2016). Energy saving on campus: a comparison of students‘attitudes and reported behaviours in th UK and Portugal. Journal of Cleaner Production; 129, 586-595. doi.org/10.1016/j.jclepro.2016.03.136}

Ali, R.A., Rafie, M. & Arshad, M. (2016). Perspectives of students’ behavior towards mobile learning (M-learning) in Egypt: an Extension of the UTAUT model. Engineering, Technology & Applied Science Research; 6, 1109-1114. doi.org/10.5281/zenodo61006

Brevik, L.M., Renzulli, J.S. & Gunnulfsen, A.E. (2018). Student teachers’ practice and experience with differentiated instruction for students with higher learning potential. Teaching and Teacher Education; 71, 34-45. doi.org/10.1016/j.tate.2017.12.003

Buckler, C. & Creech, H. (2014). Shaping the Future We Want: UN Decade of Education for Sustainable Development (2005-2014) Final Report. Paris: UNESCO.

Crooks, N.M. & Alibali, M.W. (2014). Defining and measuring conceptual knowledge in mathematics. Developmental Review; 34, 344-377. doi.org/10.1016/j.dr.2014.10.001

Dimitrov, D.V. (2016). Medical internet of things and big data in healthcare. Healthcare Informatics Research; 22(3), 156-163. https://dx.doi.org/10.4258%2Fhir.2016.22.3.156

Disterheft, A., Caeiro, S., Leal, F.W. & Azeiteiro, U.M. (2016). The INDICARE-model – measuring and caring about participation in higher education’s sustainability assessment. Ecological Indicators; 63, 172-186. doi.org/10.1016/j.ecolind.2015.11.057

Furtak, E.M. & Ruiz, P.M.A. (2008). Making students’ thinking explicit in writing and discussion: An analysis of formative assessment prompts.Science Education; 92(5), 799-824. doi.org/10.1002/sce.20270

Hsieh, W.M. & Tsai, C.C. (2017). Taiwanese high school teachers’ conceptions of mobile learning. Computers and Education; 115, 82-95. doi.org/10.1016/j.compedu.2017.07.013

Huutoniemi, K. & Tapio, P. (2014). Transdisciplinary sustainability studies: A heuristic approach. New York: Routledge.

Iu, O.L., Ungureanu, R. & Rusu, C. (2014). European partnership for teacher training in Universities. Procedia - Social and Behavioral Sciences; 142, 200-206. doi.org/10.1016/j.sbspro.2014.07.685

Jackson, D. (2016). Skill mastery and the formation of graduate identity in bachelor graduates: evidence from Australia. Stud. High. Educ; 41(7), 1313-1332. doi.org/10.1080/030775079.2014.981515

Jahnke, I., Haertel, T. & Wildt, J. (2015). Teachers’ conceptions of student creativity in higher education. Innovations in Education and Teaching International; 52, 1-10. doi.org/10.1080/14703297.2015.1088396

Kaiser, G., Blömeke, S., König, J., Busse, A., Döhrmann, M. & Hoth, J. (2017). Proffessional competencies of (prospective) mathematics teachersdcognitive versus situated approaches. Educational Studies in Mathematics; 94, 161-182. doi.org/10.1007/s10649-016-9713-8

Kamsu, F.B., Abanda, F., Doumbouya, M. D. & Tchouanguem, J. F. (2019). Graph-based Ontology Reasoning for Formal Verification of BREEAM Rules. Cognitive Systems Research; 55, 14-33. doi.org/10.1016/j.cogsys.2018.12.011

Klug, J., Bruder, S., Kelava, A., Spiel, C. & Schmitz, B. (2013). Diagnostic competence of teachers: A process model that accounts for diagnosing learning behavior tested by means of a case scenario. Teaching and Teacher Education; 30, 38-46. doi.org/10.1016/j.tate.2012.10.004

Llamas, N. M., Fernández, I.M.J., González, T.J., Mikic, F.F.A. (2013). Blended e-assessment: Migrating classical exams to the digital world. Computers & Education; 62, 72-87. doi.org/10.1016/j.compedu.2012.10.021

Lombardo, V., Piana, F. & Mimmo, D. (2018). Semantics–informed geological maps: Conceptual modeling and knowledge encoding. Computers & Geosciences; 116, 12-22. doi.org/10.1016/j.cageo.2018.04.001

Lotz, S.H., Walsisitka, A.E.J., Kronlid, D. & McGarry, D. (2015). Transformative, transgressive social learning: rethinking higher education pedagogy in times of systemic global dysfunction. Current Opinion in Environmental Sustainability; 16, 73-80. doi.org/10.1016/j.cosust.2015.07.018

Messum, D.G., Wilkes, L.M., Jackson, D. & Peters, K. (2016). Employability skills in Health Services Management: perceptions of recent graduates. Asia Pac. J. Health Manage; 11(1), 25-32. doi.org/10.24083/apjhm.v11i1.235

Nissim, Y., Weissblueth, E., Scott-Webber, L. & Amar, S. (2016). The effect of a stimulating learning environment on pre-service teachers’ motivation and 21 st century skills. Journal of Education and Learning; 5(3), 29-39. doi.org/10.5539/jel.v5n3p29

Suurtamm, C. & Koch, M.J. (2014). Navigating dilemmas in transforming assessment practices: Experiences of mathematics teachers in Ontario, Canada. Educational Assessment, Evaluation and Accountability; 26(3), 263-287. doi.org/10.1007/s11092-01-195-0

Tarighat, S. & Khodabakhsh, S. (2016). Mobile assisted language assessment: Assessing speaking. Computers in Human Behavior; 64, 409-413. doi.org/10.1016/j.chb.2016.07.014

Ting, D.H. & Cheng, C.F.C. (2017). Measuring the marginal effect of pro-environmental behaviour: Guided learning and behavioural enhancement. Journal of Hospitality Leisure, Sport & Tourism Education; 20, 16-26. doi.org/10.1016/j.jhlste.2016.12.001

Publicado

2019-10-12

Cómo citar

Argota Pérez, G., Álvarez Becerra, R., Hernández Huaripaucar, E., Sotomayor Galindo, J., Dávila Rivera, M., & Bernabé Menéndez, R. (2019). Conjugación hermenéutica del aprendizaje mediante prácticas para la formación docente universitaria. Cátedra Villarreal, 7(2), 104–109. https://doi.org/10.24039/cv201972820

Número

Sección

Artículos Originales

Artículos más leídos del mismo autor/a