Curricular Territory: Defining Flexibility as a Transversal Principle of the Geography Curriculum at UCR
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| Authors: | , |
|---|---|
| Format: | artículo original |
| Status: | Versión publicada |
| Publication Date: | 2023 |
| Description: | The curricular flexibility, considered as a transversal principle in the design, evaluation, and management of a curriculum, must be defined through a collective process, combining the interpretations of curriculum stakeholders (students, teachers, administrators, among others) with associated theoretical features. Therefore, a definition is presented, constructed through the development of a discussion workshop, informed by literature review, aimed at generating a standardized concept regarding the understanding, practice, and requirements for curricular flexibility. As a result, in addition to proposing a definition, the specificities of the learning environment in which the Bachillerato y Licenciatura en Geografía curriculum is developed, taught at the Escuela de Geografía at the Universidad de Costa Rica, are highlighted, enabling the operationalization of criteria and mechanisms to demonstrate flexibility. |
| Country: | Portal de Revistas UNED |
| Institution: | Universidad Estatal a Distancia |
| Repositorio: | Portal de Revistas UNED |
| Language: | Español |
| OAI Identifier: | oai:revistas.investiga.uned.ac.cr:article/4865 |
| Online Access: | https://revistas.uned.ac.cr/index.php/revistacalidad/article/view/4865 |
| Keyword: | Curricular flexibility Curriculum Professional education Higher education Flexibilidad curricular Currículo Formación profesional Educación Superior |