Articulation When Learning Thinking Routines Among Teachers

Articulation When Learning Thinking Routines Among Teachers

The aim of this research was to visualize how learning changes teachers’ thinking routines in a public institution in the Department of Cundinamarca, in order to disclose their reflective thinking and its implications in pedagogical practices. The work was based on a qualitative approach in the form...

Bibliografski detalji
Glavni autor:	Cifuentes Garzón, José Eduardo
Format:	Online
Jezik:	spa
Izdano:	Universidad Pedagógica y Tecnológica de Colombia 2018
Teme:	learning articulation thinking routines teachers pedagogical practice movimiento del aprendizaje rutinas de pensamiento profesores práctica pedagógica articulation de l’apprentissage pensées professeurs pratique pédagogique movimento da aprendizagem rotinas de pensamento professores prática pedagógica
Online pristup:	https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7924

Slični predmeti

Math teaching practices of teachers in a school of Tunja
od: Jiménez Espinosa, Alfonso, i dr.
Izdano: (2016)

Productive articulation model as a regional innovation system
od: Ballardo-Cárdenas, Denisse, i dr.
Izdano: (2020)

Cinema and pedagogy: reflections on teacher training
od: Osorio, Angélica del Pilar, i dr.
Izdano: (2010)

Film: a strategy for the development of thinking
od: Rodríguez Romero, Luz Marina
Izdano: (2010)

Reflections on the assessment of graphic design teaching in the university
od: García Pacheco, Nancy Patricia
Izdano: (2014)

Critical analysis of the pedagogical practice of the teachers trainnees
od: Ruiz Quiroga, Mónica, i dr.
Izdano: (2013)

Articulación entre la educación media y la educación superior: una experiencia significativa en la FESAD
od: Romero Agudelo, Luz Mayelly
Izdano: (2019)

Scientific spirit in early childhood
od: Samacá Bohórquez, Isabel
Izdano: (2016)

Technological mediation: new scenarios for teaching practice
od: Muñoz Rojas, Henry Alfonso
Izdano: (2016)

Innovative experience of the ontological structuring of knowledge with teachers and students
od: Londoño Palacio, Olga Lucía, i dr.
Izdano: (2017)

Initial teacher training at a chilean university: graduates’ perception
od: Soto-Hernández, Valentina, i dr.
Izdano: (2018)

Crisis and philosophical practice in education
od: Londoño, Carlos Arturo, i dr.
Izdano: (2020)

Powerpoint and the development of student’s lateral thinking
od: Muñoz Sierra, Luz Myrian
Izdano: (2013)

The way of looking at brings forth new ways of thinking
od: García Castillo, Hasly Yanneth
Izdano: (2012)

Naturalist intelligence: effects on critical thinking and needs for cognition
od: Maturana, Gerson Aurelio, i dr.
Izdano: (2020)

Experience as a teacher in training from virtuality.
od: Arias Melo, Arelis
Izdano: (2022)

The children’s story: a facilitator of thinking from a pedagogical experience
od: Jiménez Ortíz, Martha Lucía, i dr.
Izdano: (2014)

Pedagogical practices for the approach to knowledge as social and natural scientists in high school students
od: Castelblanco, Alexandra, i dr.
Izdano: (2020)

Social imaginaries of childhood and its effects in the pedagogical practice of a school in Bogotá
od: Triviño Roncancio, Ana Virginia
Izdano: (2018)

Ict Skills for Professional Development teaching in Basic Education
od: Hernández Suárez, César Augusto, i dr.
Izdano: (2016)

The emergent school through artistic practice, experience and subjectivity
od: Báez Cárdenas, Carlos Julio
Izdano: (2010)

Experiences as a Strategy for Strengthen Critical Thinking in Rural Education
od: Torres Cruz, Doris Lilia, i dr.
Izdano: (2017)

Is the decolonization of the pedagogy possible?
od: Peñuela, Diana Milena
Izdano: (2010)

Didactic Implications Promoting the Learning of French in Children whit Asperger’s Syndrome
od: Arellano Calva, Esther
Izdano: (2024)

Mathematics Teacher’s Experience and Learning from the Perspective of Social Practice
od: Riscanevo Espitia, Lida Esperanza, i dr.
Izdano: (2017)

To philosophize by dreaming, to dream by philosophizing: an encounter of children
od: Cunha, Edna Olimpia da, i dr.
Izdano: (2019)

Educating for emancipation: an analysis of the concept of awareness and educational practice in Paulo Freire's theory
od: Nascimento, Isabela Ribeiro Villares, i dr.
Izdano: (2022)

Importance of the super formula in the teaching of fractal geometry.
od: García Pinilla, Camilo Andrés
Izdano: (2022)

A look at the radio show “ondas” in san andres island: pedagogical and social contributions
od: Duarte Torres, Paula Andrea, i dr.
Izdano: (2013)

Teacher training in public policy: the field of professional practice as an opportunity
od: Di franco, María Graciela, i dr.
Izdano: (2016)

Evaluation of the Program of Acceleration of Learning: a strategic appraisal towards inclusive education in the post-conflict process
od: Ortiz, Lina Maria, i dr.
Izdano: (2020)

Research as a pedagogical strategy a step towards critical pedagogies for the 21st century
od: Mejía Jimenéz,, Marcos Raúl, i dr.
Izdano: (2011)

From the investigative pedagogical practice of deepening to the training of future licensed FESAD.
od: Bustamante Parra, Andrea Catalina, i dr.
Izdano: (2022)

Inclusive Practices in Pandemic Times
od: Olarte, María
Izdano: (2022)

Rural thinking and agrarian reform in the Upetecista student movement of 1979
od: Ochoa Perez, Paola Andrea, i dr.
Izdano: (2023)

Can philosophy be incorporated in Caxias? and the voices of children from the periphery
od: Gomes, Vanise Cássia Araújo Dutra
Izdano: (2019)

Experience in the teaching work from the pedagogical research practice of deepening.
od: Londoño Celis, Yuly Jasbleidy
Izdano: (2022)

Didactic strategy for the learning of biogeochemical cycles from transdiscipl inarity
od: Ruíz Martínez, Alexandra
Izdano: (2017)

Difficulties in sensory integration, affectivity, and behavior among students from a public school
od: Erazo, Oscar Armando
Izdano: (2018)

Contributions to the training of constructivist teachers: results in two countries
od: Solbes, Jordi, i dr.
Izdano: (2016)