The teacher as mediator of the curriculum, the experience of the module 5: Intervention of nursing with the major Adulthood, School of Nursing, University of Costa Rica
Guardado en:
| Autor: | |
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| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2013 |
| Descripción: | The purpose of this essay is to reflect on the work of the teacher as a mediator between the curriculum and their audiences and how to transform their knowledge appropriately discipline for the student to understand and internalize the knowledge gained in the module: nursing intervention with older adulthood, proposal consistent with constructivist pedagogical model assumed for the development of the curriculum of the Bachelor of nursing at the University of Costa Rica. They emphasize the reasons why it is relevant pedagogical content knowledge and teaching strategies applied by teachers. Subsequently, defined teaching strategies and content representation and mediation support for teachers and the way they are implemented in the course. The foundations are drawn from research and educational recent reviews related to concepts such as pedagogical content knowledge. |
| País: | Portal de Revistas UCR |
| Institución: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Lenguaje: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/11770 |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/enfermeria/article/view/11770 |
| Access Level: | acceso abierto |
| Palabra clave: | Mayor-adulthood knowledge-and-pedagogical-of-content teaching-strategies intervention-of-nursing Adultez-mayor conocimiento-pedagógico-del-contenido estrategias-didácticas intervención-de-enfermería |