This paper deals with the improvement of the didactic management of Applied Mathematics in Civil Engineering major, in the interaction of teaching and learning mathematics. The study, by means of ...applying methods and procedures of research-in-action, attempts to provide an active and professional approach to mathematics in a practical context of civil engineering that contributes to develop a reflexive learning and leads the students to fulfill the objective of integral education. The authors highlight the didactic management of the subject Mathematics I, based on human and professional values as a component of learning content and not only merely learning mathematics. This is expressed in the approach followed, characterized by moving from social to individual issues to achieve a level of command of mathematics satisfying the demands of society.
The sociocultural-professional approach in the training of professionals of Physical Culture, seeks to equip future teachers with tools and didactic resources for the appropriation of knowledge, and ...for the conduct of the teaching-learning process, guaranteeing a greater pedagogical scope. In this regard, important aspects related to historical evolution and theoretical-methodological conceptions of the sociocultural-professional approach are taken as references. The objective of the work is to explain a procedure to implement the sociocultural-professional approach in teacher training, a guide to guide the teacher conceptually and methodologically, and thus improve the quality of training services.
En este artículo se propone una concepción de evaluación con un marcado carácter formativo, laque se sustenta sobres la base de promover la autoevaluación y la coevaluación como vía que propicia se ...compartan experiencias de aprendizaje entre los profesores en formación y permita al profesor formador percibir su progreso y adaptar el proceso de enseñanza-aprendizaje. Esta concepción fue implementada en dos grupos de la carrera de Licenciatura en Educación Matemática utilizando como método la intervención en la práctica, ello permitió constatar losavances que se produjeron en el plano individual y grupal en la emisión de juicios valorativos y su correspondencia con la calificación que se otorgaba a las diferentes actividades evaluativas. Las opiniones de los profesores en formación implicados en este proceso revelan su potencialidad para promover la comunicación en el proceso de enseñanza-aprendizaje, concebirla evaluación como proceso e implicar al profesor en formación en dicho proceso.
This article proposes a conception of evaluation with a marked formative character, which isbased on promoting self-assessment and co-assessment as a way that encourages the sharing oflearning experiences among teachers in training and allows the teacher trainer to perceive theirprogress and adapt the teaching-learning process. This conception was implemented in twogroups of the Bachelor of Mathematics Education career using intervention in practice as amethod, this allowed verifying the advances that occurred at the individual and group level in theissuance of evaluative judgments and their correspondence with the qualification that wasgranted to the different evaluative activities. The opinions of the teachers in training involved inthis process reveal its potential to promote communication in the teaching-learning process,conceive evaluation as a process, and involve the teacher in training in said process.
To understand the experience, training, and needs of midwives in their approach to perinatal grief. A descriptive cross‐sectional study was carried out using an online questionnaire with 26 questions ...related to institutional management and individual clinical practices in the care of a perinatal loss was developed by a team of midwives from the Hospital “La Mancha‐Centro” of Alcazar de San Juan (Ciudad Real). Strobe checklist was followed. A total of 267 midwives participated. A total of 92.1% (246) of the centers had specific protocols for action, but each professional applied their own criteria. The presence of a perinatal psychology team was nonexistent according to 88% (235) of those surveyed. Regarding their training and professional experience, 16.5% (44) of the midwives had never received training. Only 4.1% (11) of the midwives felt very prepared to care for women with a perinatal loss. Among the factors associated with greater application of recommended practices in the face of perinatal death by midwives were being a woman, having prior training on care during perinatal death, and a greater perception of preparation (p < 0.05). The perception of lack of preparation on the part of midwives in the accompaniment of these families was high.
Context
Teaching intimate examinations to medical students has been recognised as difficult because of the anxious feelings that the students may experience. For their professional development, ...previously incorporated understandings need to be relearned: how to transgress boundaries that regulate intimacy and physical closeness, learning to examine and touch other peoples' bodies, and talking about things that are otherwise taboo.
Objectives
This paper compares how students learn to perform two intimate examinations: (i) the digital rectal examination (DRE) of the prostate, and (ii) the bimanual pelvic examination (PE) and analyses how norms and expectations affect how students learn to approach them.
Methods
This study is based on ethnographic work: in‐depth qualitative interviews with two urologists and nine medical students in semesters four, eight and 11 of a medical education programme in Sweden, observations of three learning sessions where 16 students performed the PE on professional patients, and 2 days of observations at a urology outpatient clinic.
Results
The educational approach to the PE and DRE differ. The PE is taught as sensitive and to be handled with care, using a well‐documented learning concept including interpersonal and technical skills. The patient's exposed position in the gynaecological chair, possible previous negative experiences of PE or sexual exploitation are taken into account. In contrast, there is no educational concept for teaching the DRE. The students perform their first DRE on a clinical patient. The DRE is also handled with care, but with less sensitivity. The patients' possible previous negative experiences are not discussed and are thus made invisible.
Conclusions
Well‐established routines in performing the PE help doctors and students to be attentive to patients' emotions and previous experiences, and remind them to perceive the examination as sensitive. Aligning the teaching of the DRE with that of the PE will improve how the male prostate patient is approached.
The authors demonstrate that when comparing the digital rectal exam (DRE) with the bimanual pelvic exam (PE), the lack of articulated routines for teaching the DRE becomes apparent. Aligning the teaching of the DRE with that of the PE will improve how the male patient is cared for.
En el proceso de enseñanza aprendizaje de Español – Literatura de la escuela de oficios es fundamental el uso de textos con carácter profesional, de manera que los estudiantes adquieran ...conocimientos, desarrollen habilidades, valores profesionales, intereses, actitudes positivas ante el oficio en el cual se prepara en consonancia con las exigencias y estándares de desempeño profesional que establecen los puestos de trabajo. Sin embargo en un diagnóstico realizado en la escuela de oficios Julio Antonio Mella de Holguín, se pudo constatar que existen insuficiencias en este proceso que afectan el desempeño de los estudiantes. El presente artículo surge por la necesidad de contribuir al aprendizaje de los estudiantes de la Escuela de Oficios en la asignatura Español - Literatura. Se emplearon métodos del nivel teórico, empírico y matemático estadístico, que permitieron diseñar el compendio que se propone. Los autores proponen un compendio contentivo de textos con enfoque profesional y el procedimiento para su empleo, para favorecer el desarrollo del proceso de enseñanza aprendizaje profesional de la asignatura Español - Literatura en la Escuela de Oficios Julio Antonio Mella de Holguín. Los resultados se corresponden con la tesis de maestría de la autora principal.
The development of skills as part of the integral formation of the primary teacher is today one of the main challenges in initial formation. In particular, to promote the development of the temporal ...location skill, it becomes a learning problem at the same time as a professional problem, so that they can understand the past, to understand the present and project the future, with modes of action consistent with social demands. The objective of this paper is to present the results of the study carried out on the current state of this process of development of the temporary location skill with a professional focus in the career Degree in Primary Education, at the University of Pinar del Río. For this, methods such as the historical-logical, the documentary analysis, the interview with teachers, the survey of teachers in training and the observation of classes were used, which allowed to verify the current state of said process in the initial formation of the primary teacher, taking as a methodological basis the dialectical-materialist method. From the systematization carried out it was possible to know that the subject has been little addressed, in the particular context of this professional in the undergraduate. In the historical evolution of the various curricula, the appropriation of the internal structure of this skill on the part of the students has not yet been achieved, which significantly limits the pertinence of the training process, negatively affecting the fact that students appropriate historical content and develop historical reasoning.
Der Beitrag greift die Debatte um politische Soziale Arbeit auf, skizziert bisherige Kristallisationspunkte politischer Theoriebildung in der Sozialen Arbeit und stellt Bezüge zur Perspektive ...politischer Differenz her. Dabei wird deutlich, dass es eine einheitliche und umfassende politische Theorie Sozialer Arbeit nicht geben kann, wohl aber kontingente, plurale und miteinander konfligierende Versuche ausfindig gemacht werden können, das Politische der Sozialen Arbeit auf den Begriff zu bringen. Der Beitrag schließt mit dem Vorschlag, das Politische der Sozialen Arbeit vom Modus der Demokratisierung her zu denken. Die Arbeit an einer politischen Theorie erscheint von dort aus als nicht stillstellbarer Prozess der Auseinandersetzung um den Begriff des Politischen selbst.
This article continues the debate on political social work, outlines points found in previous political theory constructions in social work and describes the perspective of political difference. It becomes clear that there cannot be a unified, global political theory of social work; rather, there are contingent, plural and conflicting attempts to define the political side of social work. The contribution closes with the suggestion that the political aspect of social work should be thought of in terms of democratization. From that angle, work on political theory appears to be an infinite process of debating the concept of the political itself.
The professionalization of teachers is a requirement that comes from social development, guarantees quality in professional performance, and is expressed because of continuous training, in turn, ...favors in their training, the development of a solid knowledge system, of intellectual and professional skills. This paper offers a characterization of the teaching of the History of Cuba for the professionalization of future graduates of the Degree in Primary Education, at the Hermanos Saíz Montes de Oca University and a proposal of didactic actions to transform the state current from the analysis of the main manifestations of the process of teacher professionalization. Historical-logical methods, documentary analysis and survey were used. In practice, it was shown that its application favors the learning of students in the specific historical content, and encourages the approach to the development of interests and professional skills. The implementation of the scientific proposal offers a series of demonstrative results that it is possible and necessary to route the path of skills development in these future education professionals, in turn, seeks to stimulate reflection on the subject in other cloisters and Primary teacher training contexts.
A profissionalização dos professores é uma exigência que vem do desenvolvimento social, garante qualidade no desempenho profissional e se expressa como resultado da formação contínua; por sua vez, favorece na sua preparação, o desenvolvimento de um sólido sistema de conhecimentos, capacidades intelectuais e profissionais. Este artigo oferece uma caracterização do ensino da história cubana com vista à profissionalização dos futuros licenciados do Bacharelato em Educação Primária da Universidade de Pinar del Río "Hermanos Saíz Montes de Oca" e uma proposta de ações didáticas para transformar o estado actual com base na análise das principais manifestações do processo de profissionalização de professores. Foram utilizados métodos histórico-lógicos, análise documental e um levantamento. Na prática, foi evidenciado que a sua aplicação favorece a aprendizagem dos alunos, especificamente no que diz respeito ao conteúdo histórico, e também favorece o desenvolvimento de interesses e competências profissionais. A implementação da proposta científica oferece uma série de resultados que demonstram que é possível e necessário orientar o desenvolvimento de competências nestes profissionais da educação do futuro.
La profesionalización de los docentes constituye una exigencia que deviene del desarrollo social, garantiza la calidad en el desempeño profesional y se expresa como resultado de la formación continua; a su vez, favorece en su formación, el desarrollo de un sólido sistema de conocimientos, de habilidades intelectuales y profesionales. En este trabajo se ofrece una caracterización de la enseñanza de la Historia de Cuba en aras de la profesionalización de los futuros egresados de la carrera Licenciatura en Educación Primaria, en la Universidad de Pinar del Río "Hermanos Saíz Montes de Oca" y una propuesta de acciones didácticas para transformar el estado actual a partir del análisis de las principales manifestaciones del proceso de profesionalización docente. Se emplearon los métodos histórico-lógico, el análisis documental y la encuesta. En la práctica se demostró que su aplicación favorece el aprendizaje de los estudiantes, en lo específico del contenido histórico, y propicia, además, el acercamiento al desarrollo de intereses y habilidades profesionales. La puesta en práctica de la propuesta científica ofrece una serie de resultados demostrativos de que es posible y necesario enrumbar el camino del desarrollo de habilidades en estos futuros profesionales de la educación; a su vez, procura estimular la reflexión sobre el tema en otros claustros y contextos de formación de maestros primarios.
The study of the language is the focus of the Linguistic Studies discipline and is a necessity in the Degree in Spanish-Literature Education. The objective of this article is to propose a didactic ...strategy that bases the Teaching-Learning Process of the Linguistic Studies discipline from a professional perspective, in the Spanish-Literature career. For its elaboration, theoretical methods were used, such as the historical method; logical methods such as hypothetical-deductive, systemic and structural-functional together with modeling. As procedures of the theoretical methods, analysis and synthesis and induction and deduction were used; empirical methods such as documentary analysis and classroom observation; techniques such as the interview and the survey and the procedure of the scales was used, which allowed verifying the initial state of said process. The search for information on the subject showed that professionalization in this career has not been treated sufficiently; Limitations are evident from the didactics of the Linguistic Studies discipline in the treatment of the didactic components and in the learning of the students, in terms of the lack of content related to language as a system with a professional approach. The results achieved show levels of transformation that demonstrate that the strategy contributes to the linguistic training of students.
O estudo da linguagem é o foco da disciplina de Estudos Linguísticos e é uma necessidade no Bacharelado em Educação, carreira de Literatura Espanhola. O objetivo deste artigo é propor uma estratégia didática que fundamenta o Processo Ensino-Aprendizagem da disciplina de Estudos Linguísticos, a partir de uma perspectiva profissional, na carreira de Literatura Espanhola. Para sua elaboração, foram utilizados métodos teóricos, como o histórico; métodos lógicos como hipotético-dedutivo, sistêmico e estrutural-funcional juntamente com modelagem. Como procedimentos dos métodos teóricos foram utilizados a análise e síntese e a indução e dedução; dos métodos empíricos, da análise documental e da observação das aulas; técnicas como entrevista e pesquisa; o procedimento de escalas também foi utilizado. Tudo permitido verificar o estado inicial do referido processo. A busca por informações sobre o assunto mostrou que a profissionalização nesta carreira não tem sido tratada de forma suficiente; Ficam evidentes as limitações da didática da disciplina de Estudos Linguísticos no tratamento dos componentes didáticos e na aprendizagem dos alunos, em função da falta de conteúdos relacionados à linguagem como sistema, com abordagem profissional. Os resultados alcançados mostram níveis de transformação que demonstram que a estratégia contribui para a formação linguística dos alunos.
El estudio de la lengua es el centro de atención de la disciplina Estudios Lingüísticos y constituye una necesidad en la carrera Licenciatura en Educación Español-Literatura. El presente artículo tiene como objetivo proponer una estrategia didáctica que fundamente el proceso de enseñanza-aprendizaje de la disciplina Estudios Lingüísticos desde una perspectiva profesionalizada, en la carrera Español-Literatura. Se emplearon en su elaboración se utilizaron métodos teóricos como el método histórico; métodos lógicos como el hipotético-deductivo, sistémico y estructural funcional unido al de la modelación. Como procedimientos de los métodos teóricos, se utilizaron el análisis y la síntesis y la inducción y la deducción; métodos empíricos como el análisis documental y la observación de clases; técnicas como la entrevista y la encuesta y se utilizó el procedimiento de las escalas, los que permitieron constatar el estado inicial de dicho proceso. La búsqueda de información sobre el tema arrojó que la profesionalización en esta carrera no ha sido tratada de forma suficiente; se evidencian limitaciones desde la didáctica de la disciplina Estudios Lingüísticos en el tratamiento a los componentes didácticos y en el aprendizaje de los estudiantes, en cuanto a la carencia de los contenidos relacionados con la lengua como sistema con enfoque profesional. Los resultados alcanzados evidencian niveles de transformación que demuestran que la estrategia contribuye a la formación lingüística de los estudiantes.
PDF
