¿Nos preocupa a los docentes la participación de los estudiantes en el desarrollo de la clase presencial?
Abstract: In my experience as a coordinator of workshops of module I and module II of the proposal of teacher training at Law School, I have often shared interesting exchanges that were generated between teachers, referred to the participation of students in the development of the classroom. I use e...
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| Formato: | Artículo publishedVersion |
| Lenguaje: | Español |
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Universidad de Buenos Aires. Facultad de Derecho. Dirección Carrera y Formación Docente
2013
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| Acceso en línea: | http://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=cfdocente&cl=CL1&d=HWA_4193 http://repositoriouba.sisbi.uba.ar/gsdl/collect/cfdocente/index/assoc/HWA_4193.dir/4193.PDF |
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| Sumario: | Abstract: In my experience as a coordinator of workshops of module I and module II of the proposal of teacher training at Law School, I have often shared interesting exchanges that were generated between teachers, referred to the participation of students in the development of the classroom. I use especially the preposition "in", as the issue concerns not only during the development of the class participation, but also the impact generated by taking into account this participation in the design of the development of the academic tasks that take place in the class. I raise the subject of interrogative manner, because it is my intention to share my own questions with other colleagues and I do it in terms of 'concern' as the various senses of this word are that guide this reflection. The meanings of the term refer to engage in advance of something; prevent someone in the acquisition of something; something that has happened or is about to happen. These meanings are which allow to anticipate the purposes of searching strategies that can generate the participation of students. Beyond reviewing some of the most common ways that assumes the participation of students in the classroom in this faculty, and propose other ways to analyze with the teachers their relevance and feasibility, I think it´s important to consider the concern for participation from a triple perspective: from the relationship of the student with knowledge; since the acquisition of abilities of professional practice; since the potential of the group in the areas of training processes.\n |
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