Rethinking Initial Teacher Training from a Socioemotional Dimension
Guardado en:
| Autores: | , |
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| 格式: | artículo original |
| 狀態: | Versión publicada |
| Fecha de Publicación: | 2020 |
| 實物特徵: | This study reflects on Teacher Training within a context of profound social change and transformation which challenges initial teacher training and pedagogical endeavors. Teacher Training must be reevaluated and better aligned to such changes where self-awareness, self-management, awareness of the other, social skills and responsible decision-making must be valued as acquired skills that cannot be taught. Teachers should be able to integrate both knowledge and values within the socially constructed context where they teach and, at times, ridden with inequalities, economic constraints and social vulnerabilities. Their role is, decidedly, one as mediator of knowledge and a student appropriation process of that knowledge and for which further discussion is required to better understand this concept. |
| País: | Portal de Revistas UCR |
| 機構: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| 語言: | Español |
| OAI Identifier: | oai:archivo.portal.ucr.ac.cr:article/41464 |
| 在線閱讀: | https://archivo.revistas.ucr.ac.cr/index.php/educacion/article/view/41464 |
| Palabra clave: | Education Pedagogy Teacher Training Teacher Competencies Educación Pedagogía Formación docente Competencias del profesorado |