DSpace Collection: Publicación primaria sobre innovación educativa publicadas en revistas científicas y académicas
https://www.innovacioneducativa.unam.mx:8443/jspui/handle/123456789/3939
Publicación primaria sobre innovación educativa publicadas en revistas científicas y académicas2024-03-28T23:37:23ZInnovación y enseñanza universitaria en la tercera década del siglo XX
https://www.innovacioneducativa.unam.mx:8443/jspui/handle/123456789/8042
Title: Innovación y enseñanza universitaria en la tercera década del siglo XX
Authors: Arim, Rodrigo
Abstract: Abstract This article discusses the possible drifts of undergraduate teaching in the higher education systems given the pressure implied by the growing social demand for access and the relative importance of scientific research in the 21st century. Without changes in the teaching paradigms, massification is instrumented through institutional stratification or the abandonment of immersive practices capable of building a critical thinking and community. It is proposed that educational innovation should be directed in such a way that university education preserve quality, cultivating critical thinking, through scalable strategies to ensure democratization in access and permanence at the level of undergraduate education.2023-01-01T00:00:00ZFomento de creatividad y pensamiento creativo como innovación de la educación superior
https://www.innovacioneducativa.unam.mx:8443/jspui/handle/123456789/8030
Title: Fomento de creatividad y pensamiento creativo como innovación de la educación superior
Authors: López Cruz, Edna Yanina; González-Bello, Edgar Oswaldo; Morales-Holguín, Arodi
Abstract: Abstract The promotion of capacities and skills in higher education alludes to transversal competencies associated with educational innovation in relation to improvement and commitment to it, which is recognized, in turn, as a process of change. Specifically, creativity and the characteristics of creative thinking such as originality, flexibility, fluency, and elaboration are based on the theory of divergent thinking. From the perspective of Murillo & Krichesky's (2012) model of educational innovation -with the phases of initiation, planning, implementation, planning and institutionalization-, the objective of this text is to analyze how creativity and creative thinking have been promoted in order to observe to what extent these transversal competencies are being developed in higher education, which can contribute to studies in creative areas such as design. As a method, the documentary analysis technique was used to compile, analyze, and categorize research on the development of skills and abilities in higher education. Finally, the findings demonstrate problems in the development of these skills and the scarcity of innovation proposals or cases of successful institutionalization, highlighting the relevance of carrying out actions that promote these competencies in higher education.2023-01-01T00:00:00ZFormación docente en competencias ciudadanas globales: una revisión sistemática de literatura
https://www.innovacioneducativa.unam.mx:8443/jspui/handle/123456789/8029
Title: Formación docente en competencias ciudadanas globales: una revisión sistemática de literatura
Authors: Díaz Méndez, Rosa Elvia; Gallardo Córdova, Katherina Edith; Velarde Camaqui, Davis
Abstract: Abstract The objective was to explore about teacher training in global citizenship competencies (GCC). A study composed of a mapping and systematic literature review is presented. A total of 140 articles (100 in English and 40 in Spanish) published between 2016 and 2022 were reviewed. Four questions were posed about the meaning of global citizenship competencies, innovative educational practices, the role assumed by the teacher, and the way in which future teachers are prepared. The findings show that there are few nations (40) that publish on the subject. In the case of Latin America, Colombia is a promising reference. With respect to the answers to the questions, it is stated that from the conceptual definition of GCC, several comprehension problems have been detected that influence the application of didactic strategies. It was also found that there is a tendency to compare levels of competency development among teachers from different countries. In addition, interactive and creative strategies are being implemented to encourage teachers to foster dialogue, criticism, reflection, and action in their students. It is recommended to continue with more specific studies on different modalities, strategies, and technologies to strengthen GCC.2023-01-01T00:00:00ZRetroalimentación docente y autoevaluación de los estudiantes en educación superior: innovación evaluativa en la formación inicial de profesores de educación primaria
https://www.innovacioneducativa.unam.mx:8443/jspui/handle/123456789/8019
Title: Retroalimentación docente y autoevaluación de los estudiantes en educación superior: innovación evaluativa en la formación inicial de profesores de educación primaria
Authors: Muñoz, Daniel Ríos; Araya, David Herrera
Abstract: ABSTRACT This article analyzes the results of the teacher feedback and self-evaluation process within the framework of an innovation in evaluative practice in teacher training. The innovation was carried out in two courses of the primary education Pedagogy of a Chilean public university. With a mixed methodology, two rating scales were applied to students to assess feedback and self-assessment. In addition, individual interviews were conducted with students to deepen the contribution of innovation in their learning. Students positively value feedback and self-evaluation since they allow the development of a reflective, critical, and self-critical pedagogical training. However, there are problems regarding the ability of feedback to strengthen its performance and its integration into the meta-evaluation process. It is concluded that the development of evaluative innovations is important to improve the initial training of teachers.2023-01-01T00:00:00Z