Consolidation of Education Careers in the FACE-UNCo scenario
The present work is derived from the first analyzes carried out within the framework of the research project “Teaching practices in University Teacher Training: construction of didactic knowledge in hybrid scenarios”, directed by Mg. Sonia Sansot, Faculty of Educational Sciences, National University...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue
2024
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| Acceso en línea: | https://revele.uncoma.edu.ar/index.php/psico/article/view/5416 |
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| Sumario: | The present work is derived from the first analyzes carried out within the framework of the research project “Teaching practices in University Teacher Training: construction of didactic knowledge in hybrid scenarios”, directed by Mg. Sonia Sansot, Faculty of Educational Sciences, National University of Comahue. This project seeks to investigate, from Activity Theory, how didactic knowledge is constructed in relation to teaching practices in university teacher training spaces. To this end, the selection of undergraduate, graduate and postgraduate courses of the FACE was carried out with the intention of analyzing the practices that are developed within them, taking into consideration the study plans that frame the teacher training in question. To address didactic knowledge and teaching practices in university teacher training, it was necessary to carry out a reconstruction of the selected careers in the FACE (Initial Level Teachers and University Teaching Staff in Primary Education) to understand and analyze those theoretical-practical cores that constitute and frame teacher training at the higher level. In this particular work, we seek to present a brief analysis of the University Teaching Staff in Primary Education based on the latest regulatory modifications that the career had, thereby seeking to outline the teaching profile projected by the aforementioned academic title. |
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