Contrast between the learning theories applied in the current classroom: A look towards the hybridization of its specific characteristics
保存先:
| 著者: | , , |
|---|---|
| フォーマット: | artículo original |
| 状態: | Versión publicada |
| 出版日付: | 2023 |
| その他の書誌記述: | The objective of this research was to analyze whether the teaching practices applied in the classroom are replicated in the teaching days and, if these, generate significant learning as a result. To this end, a qualitative-quantitative study of a descriptive and interpretive type was carried out with a phenomenological approach in a study sample of twenty teachers. As an instrument for collecting information, a structured observation sheet was designed that had the indicators that made it possible to identify which learning theories were most frequently used by teachers and whether these influenced the learning results of their students. One of the main conclusions of this research process focused on determining that teachers use many learning theories in their educational praxis in order to maintain discipline, or in order to create rote and standardized learning processes; Furthermore, in the use of these practices, teachers hope that the student becomes a reflective entity and tries to achieve their own learning, although these are not evaluated in a way that their consolidation can be evidenced. |
| 国: | Portal de Revistas UCR |
| 機関: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| 言語: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/58721 |
| オンライン･アクセス: | https://revistas.ucr.ac.cr/index.php/wimblu/article/view/58721 |
| キーワード: | Learning teachers hybridization eclectic processes theory Aprendizaje docentes hibridación procesos eclécticos teoría |