Improvisación vs. planificación estratégica : Conclusiones arribadas en el marco de la formación docente

Improvisation vs. Strategic Planning. Conclusions reached under teaching training. -- SUMMARY: This paper reflects the conclusions reached at the end of Module II of the Teaching Career dictated at the Faculty of Law of the University of Buenos Aires. They are the result of road traveled during the...

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Detalles Bibliográficos
Autor principal: Crespo, Pedro Manuel
Formato: Artículo publishedVersion
Lenguaje:Español
Publicado: Universidad de Buenos Aires. Facultad de Derecho. Dirección Carrera y Formación Docente 2013
Materias:
Enseñanza del derecho
Planificación de la educacion
Actividad académica
Carrera Docente
Experiencia docente
Propupesta pedagogica
Objetivos de enseñanza
Herramientas
Facultad de Derecho
Universidad de Buenos Aires
UBA
Clase
Aprendizaje activo
Metodos pedagogicos
Observacion
Objetivo educacional
Planning
Academic activity
Teaching activity
Teaching career
Teaching proposal
Teaching objective
Tools
Acceso en línea:http://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=cfdocente&cl=CL1&d=HWA_4487
http://repositoriouba.sisbi.uba.ar/gsdl/collect/cfdocente/index/assoc/HWA_4487.dir/4487.PDF
Aporte de:
Repositorio Digital de la Universidad de Buenos Aires (UBA) de Universidad de Buenos Aires
Descripción
Sumario:Improvisation vs. Strategic Planning. Conclusions reached under teaching training. -- SUMMARY: This paper reflects the conclusions reached at the end of Module II of the Teaching Career dictated at the Faculty of Law of the University of Buenos Aires. They are the result of road traveled during the dictation of the classes that consisted of experimental and theoretical contributions on one hand and insights that emerged from the discussions during class on the other. The contents dictated had and have great influence on my role as a teacher. Having new techniques and tools allowed me to change my teaching. The academic theory and practice led me to rethink my approach and lay emphasis on "how to teach" and not just "teach ". Course planning is not everything. Teachers need strategies to teach the class while remaining permeable to the response of the students. Theoretical content is not the only thing you need to teach. The course allowed us to reflect internal questioning, self-awareness, and exchange experiences with colleagues, and especially to be aware of the importance of the work we carry out. Training allows us to teach and apprehend on the road.

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