Teacher professional development in a virtual environment graduate program

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This paper expects to open-up a debate about the training of teachers who enroll in a virtual post-graduate program. In 2007, the Master’s Program on «Educational Processes Mediated by Technologies» (PEMPT), was introduced by the Advanced Studies Center (CEA) of the National University of Cordoba. F...

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Autores principales: Gallino, Mónica, Juárez Jerez, Hada Graziela
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología 2010
Materias:
educación virtual
modelo didáctico
soportes
formatos
trabajo colaborativo
virtual education
didactic model
format
collaborative work
Acceso en línea:https://revistas.unc.edu.ar/index.php/vesc/article/view/237
Aporte de:
Revistas de la UNC de Universidad Nacional de Córdoba
id I10-R10-article-237
record_format ojs
spelling I10-R10-article-2372023-07-06T23:13:59Z Teacher professional development in a virtual environment graduate program La formación docente a partir de una carrera de posgrado en entornos virtuales Gallino, Mónica Juárez Jerez, Hada Graziela educación virtual modelo didáctico soportes formatos trabajo colaborativo virtual education didactic model format collaborative work This paper expects to open-up a debate about the training of teachers who enroll in a virtual post-graduate program. In 2007, the Master’s Program on «Educational Processes Mediated by Technologies» (PEMPT), was introduced by the Advanced Studies Center (CEA) of the National University of Cordoba. Following a planning process, many factors were taken into account: the program in itself, its production, operational processes, required resources, and external impacts. On the other hand, innovation management policies helped to ensure its creation, development and durability, through political decisions which ended up in the approval of the project and its budget by the mother institution. Undoubtedly, being an innovative educational offer within a traditional university, various administrative, technological and pedagogical aspects had to be reconciled. In this paper, we show some of the results related to the program’s organization and implementation, that have been obtained following three student cohorts. El presente trabajo tiene el propósito de abrir al diálogo en lo que se refiere a la formación de docentes a partir de una carrera de posgrado virtual, siendo una propuesta precursora en este aspecto en nuestra realidad universitaria. Es en el año 2007, cuando se implementa la Maestría en Procesos Educativos Mediados por Tecnologías (PEMPT) con sede en el Centro de Estudios Avanzados (CEA) de la Universidad Nacional de Córdoba, aprobada por Res 93 UNC, 2006 y Res Ministerial 1972. A partir de un proceso de planificaciónse consideróel impacto, la oferta en sí,la producción de la misma, el proceso operacional y los recursos requeridos. Por otra parte, la gestión de la innovación nos llevó a asegurar su preparación, implementación y permanenciamediante la decisión política, la cual, se plasmó en la aprobación por parte de la institución del proyecto y su presupuesto. Indudablemente hubo que consensuar diversos aspectos de tipo administrativo, tecnológico y pedagógico ya que se trataba de una oferta educativa innovadora que implicaba cambiosa la gestión de una universidad tradicionalmente presencial. En este recorrido se expresan los resultados obtenidos no solo en su organización sino también en su implementación luego de tres cohortes. Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología 2010-12-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/vesc/article/view/237 Virtuality, Education and Science; Vol. 1 No. 1; pp. 65-90 Virtualidad, Educación y Ciencia; Vol. 1 Núm. 1; pp. 65-90 1853-6530 spa https://revistas.unc.edu.ar/index.php/vesc/article/view/237/243 Derechos de autor 2010 Mónica Gallino, Hada Graziela Juárez Jerez
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-10
container_title_str Revistas de la UNC
language Español
format Artículo revista
topic educación virtual
modelo didáctico
soportes
formatos
trabajo colaborativo
virtual education
didactic model
format
collaborative work
spellingShingle educación virtual
modelo didáctico
soportes
formatos
trabajo colaborativo
virtual education
didactic model
format
collaborative work
Gallino, Mónica
Juárez Jerez, Hada Graziela
Teacher professional development in a virtual environment graduate program
topic_facet educación virtual
modelo didáctico
soportes
formatos
trabajo colaborativo
virtual education
didactic model
format
collaborative work
author Gallino, Mónica
Juárez Jerez, Hada Graziela
author_facet Gallino, Mónica
Juárez Jerez, Hada Graziela
author_sort Gallino, Mónica
title Teacher professional development in a virtual environment graduate program
title_short Teacher professional development in a virtual environment graduate program
title_full Teacher professional development in a virtual environment graduate program
title_fullStr Teacher professional development in a virtual environment graduate program
title_full_unstemmed Teacher professional development in a virtual environment graduate program
title_sort teacher professional development in a virtual environment graduate program
description This paper expects to open-up a debate about the training of teachers who enroll in a virtual post-graduate program. In 2007, the Master’s Program on «Educational Processes Mediated by Technologies» (PEMPT), was introduced by the Advanced Studies Center (CEA) of the National University of Cordoba. Following a planning process, many factors were taken into account: the program in itself, its production, operational processes, required resources, and external impacts. On the other hand, innovation management policies helped to ensure its creation, development and durability, through political decisions which ended up in the approval of the project and its budget by the mother institution. Undoubtedly, being an innovative educational offer within a traditional university, various administrative, technological and pedagogical aspects had to be reconciled. In this paper, we show some of the results related to the program’s organization and implementation, that have been obtained following three student cohorts.
publisher Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología
publishDate 2010
url https://revistas.unc.edu.ar/index.php/vesc/article/view/237
work_keys_str_mv AT gallinomonica teacherprofessionaldevelopmentinavirtualenvironmentgraduateprogram
AT juarezjerezhadagraziela teacherprofessionaldevelopmentinavirtualenvironmentgraduateprogram
AT gallinomonica laformaciondocenteapartirdeunacarreradeposgradoenentornosvirtuales
AT juarezjerezhadagraziela laformaciondocenteapartirdeunacarreradeposgradoenentornosvirtuales
first_indexed 2022-08-20T00:44:19Z
last_indexed 2023-07-06T23:28:13Z
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