The Curricular Challenges of Initial Teacher Education as an Agent of Knowledge Mobilization in Society 5.0
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| 著者: | , , |
|---|---|
| フォーマット: | artículo original |
| 状態: | Versión publicada |
| 出版日付: | 2025 |
| その他の書誌記述: | Since the globalization processes began, there have been countless social changes that have influenced the role of higher education institutions as trainers of professionals. In this context, a question arises: what are the curricular challenges currently facing initial teacher training in its role as a mobilizer of knowledge in the context of the fifth social revolution? The aim is paper to problematize the transition of teacher training towards a reconceptualization that considers subjectivity as a central and fundamental element, taking into account the social changes that demand knowledge mobility. From this scenario, the role of knowledge mobilization arises in a society that tends to integrate technologies into everyday activities. Therefore, from a curricular point of view, social challenges become opportunities to rethink the role of teachers. |
| 国: | Portal de Revistas UNA |
| 機関: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| 言語: | Español Inglés |
| OAI Identifier: | oai:www.revistas.una.ac.cr:article/21234 |
| オンライン･アクセス: | https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/21234 |
| キーワード: | Initial Teacher Education, Society, Knowledge, Higher Education. Formación Inicial Docente, Sociedad, Conocimiento, Educación Superior. |