Clase invertida, formación docente y agencia transformadora: un estudio preliminar en pandemia con estudiantes argentinos
This paper is founded on a study which had the objective of comprehending the expressions of a group of students faced with the challenge of participating in a flipped classroom experience, as a way to rethink ICTs in future teaching practicing. And how the transforming agency allows to rethink the...
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| Language: | Spanish |
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2021
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| Online Access: | https://dialnet.unirioja.es/servlet/oaiart?codigo=8037384 |
| Source: | REJIE: Revista Jurídica de Investigación e Innovación Educativa, ISSN 1989-8754, Nº. 25, 2021, pags. 67-85 |
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REJIE: Revista Jurídica de Investigación e Innovación Educativa, ISSN 1989-8754, Nº. 25, 2021, pags. 67-85
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teacher education
agency flipped classroom ICT formación docente agencia clase invertida TIC |
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teacher education
agency flipped classroom ICT formación docente agencia clase invertida TIC Rigo, Daiana Yamila Squillari, Rosana Beatriz Clase invertida, formación docente y agencia transformadora: un estudio preliminar en pandemia con estudiantes argentinos |
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This paper is founded on a study which had the objective of comprehending the expressions of a group of students faced with the challenge of participating in a flipped classroom experience, as a way to rethink ICTs in future teaching practicing. And how the transforming agency allows to rethink the teacher’s future roll by incorporating new teaching methodologies involving technology. The study was attended by students enrolled in the career of the Faculty in Legal, Political and Social Sciences, from an Argentine university. The research was developed under the guidelines of programmatic interventions that aim to generate bridges between theory and educational practice. For data collection, a questionnaire with open questions was used that investigated the students' expressions about inverted class and transformative agency. The results show that the participants managed to generate ruptures with encapsulated educational practices in order to incorporate pedagogical approaches that include ICT in the teaching and learning processes. It is concluded that the analyses provide a contribution to rethink higher education and initial teacher training in the face of the new challenges that digital resources mark in the information society.
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Article
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Rigo, Daiana Yamila
Squillari, Rosana Beatriz |
| author_facet |
Rigo, Daiana Yamila
Squillari, Rosana Beatriz |
| author_sort |
Rigo, Daiana Yamila
|
| title |
Clase invertida, formación docente y agencia transformadora: un estudio preliminar en pandemia con estudiantes argentinos
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| title_short |
Clase invertida, formación docente y agencia transformadora: un estudio preliminar en pandemia con estudiantes argentinos
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| title_full |
Clase invertida, formación docente y agencia transformadora: un estudio preliminar en pandemia con estudiantes argentinos
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Clase invertida, formación docente y agencia transformadora: un estudio preliminar en pandemia con estudiantes argentinos
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Clase invertida, formación docente y agencia transformadora: un estudio preliminar en pandemia con estudiantes argentinos
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| title_sort |
clase invertida, formación docente y agencia transformadora: un estudio preliminar en pandemia con estudiantes argentinos
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| publishDate |
2021
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https://dialnet.unirioja.es/servlet/oaiart?codigo=8037384
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1735641622776905728
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dialnet-ar-18-ART00014726522022-06-11Clase invertida, formación docente y agencia transformadora: un estudio preliminar en pandemia con estudiantes argentinosRigo, Daiana YamilaSquillari, Rosana Beatrizteacher educationagencyflipped classroomICTformación docenteagenciaclase invertidaTICThis paper is founded on a study which had the objective of comprehending the expressions of a group of students faced with the challenge of participating in a flipped classroom experience, as a way to rethink ICTs in future teaching practicing. And how the transforming agency allows to rethink the teacher’s future roll by incorporating new teaching methodologies involving technology. The study was attended by students enrolled in the career of the Faculty in Legal, Political and Social Sciences, from an Argentine university. The research was developed under the guidelines of programmatic interventions that aim to generate bridges between theory and educational practice. For data collection, a questionnaire with open questions was used that investigated the students' expressions about inverted class and transformative agency. The results show that the participants managed to generate ruptures with encapsulated educational practices in order to incorporate pedagogical approaches that include ICT in the teaching and learning processes. It is concluded that the analyses provide a contribution to rethink higher education and initial teacher training in the face of the new challenges that digital resources mark in the information society.Este escrito se funda en un estudio que se propuso comprender las expresiones de un grupo de estudiantes frente al desafío de participar de una clase invertida como espacio para repensar las TIC hacia las futuras prácticas docentes. Y, cómo la agencia transformadora posibilita repensar el futuro rol docente al incorporar nuevas metodologías de enseñanza mediadas por la tecnología. Participaron del estudio estudiantes matriculados en la carrera del Profesorado en Ciencias Jurídicas, Políticas y Sociales, de una universidad argentina. La investigación se desarrolló bajo los lineamientos de las intervenciones programáticas que tienen como finalidad generar puentes entre la teoría y la práctica educativa. Para la recolección de datos se usó un cuestionario con preguntas abiertas que indagó las expresiones de los estudiantes sobre clase invertida y agencia transformadora. Los resultados muestran que los participantes logran generar rupturas con prácticas educativas encapsuladas en vista a incorporar enfoques pedagógicos que incluyan las TIC en los procesos de enseñanza y de aprendizaje. Se concluye que los análisis proporcionan una contribución para repensar la educación superior y la formación docente inicial de cara a los nuevos desafíos que los recursos digitales marcan en la sociedad de la información.2021text (article)application/pdfhttps://dialnet.unirioja.es/servlet/oaiart?codigo=8037384(Revista) ISSN 1989-8754REJIE: Revista Jurídica de Investigación e Innovación Educativa, ISSN 1989-8754, Nº. 25, 2021, pags. 67-85spaLICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI
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