Curricular Territory: Defining Flexibility as a Transversal Principle of the Geography Curriculum at UCR

 

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Detalles Bibliográficos
Autores: Retana-Quirós, Daniela, González-García, Victoria
Formato: artículo original
Estado:Versión publicada
Fecha de Publicación:2023
Descripción: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.
País:Portal de Revistas UNED
Institución:Universidad Estatal a Distancia
Repositorio:Portal de Revistas UNED
Lenguaje:Español
OAI Identifier:oai:revistas.investiga.uned.ac.cr:article/4865
Acceso en línea:https://revistas.uned.ac.cr/index.php/revistacalidad/article/view/4865
Palabra clave:Curricular flexibility
Curriculum
Professional education
Higher education
Flexibilidad curricular
Currículo
Formación profesional
Educación Superior