Ambientes de aprendizaje

Florez, Maribel Cristina Castro

doi:10.18634/sophiaj.15v.2i.827

Cited by 10 publications

(7 citation statements)

References 4 publications

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“…Características del proceso de enseñanza y aprendizaje en el área de Ciencias Naturales primaria: explorando innovaciones y reflexiones Figura 3 Ambientes de aprendizaje De acuerdo con la entrevista realizada a la docente titular de grado tercero, basada en los ambientes de aprendizaje que genera en el aula, ella manifiesta que en la institución se promueve ambientes como la huerta escolar, en donde se pone en práctica proyectos como: sembrar plantas medicinales y plantas ornamentales. Según 'Colombia Aprende' (como se cita en Castro, 2019), el término 'ambientes de aprendizaje' se refiere al espacio donde los estudiantes interactúan bajo condiciones y circunstancias físicas, humanas, sociales y culturales, propicias para generar experiencias de aprendizaje significativo y con sentido, siendo estas el resultado de actividades y dinámicas propuestas, acompañadas y orientadas por un docente. Su propósito es construir y apropiar un saber que pueda ser aplicado en la vida del individuo.…”

Section: Figuraunclassified

Investigación pedagógica en educación primaria: explorando innovaciones y reflexiones

Chalacan Arellano,

Erazo Estacio,

Benavides Rosero

et al. 2024

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En la presente obra se muestra una recopilación de cuatro capítulos que abordan temas clave en el campo de la pedagogía. Cada uno de ellos ofrece una visión única y valiosa sobre estrategias innovadoras para mejorar el proceso de enseñanza-aprendizaje en la educación primaria, que emergen de los resultados de la actividad investigativa de algunos profesionales graduados del programa de Licenciatura en Educación Básica Primaria de la Universidad Mariana.

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Section: Figuraunclassified

Investigación pedagógica en educación primaria: explorando innovaciones y reflexiones

Chalacan Arellano,

Erazo Estacio,

Benavides Rosero

et al. 2024

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“…The emotional competencies of teachers and their values are present in the form of conflict resolution in the classroom, as well as their predisposition to commitment, listening and time for their intervention [58]. On the other hand, it is necessary to create a living, innovative, flexible, dynamic, versatile, changing and transformative learning environment, with a clear didactic intention [59], i.e., an environment that responds to the what, how and why of teaching, as well as one that is based on a deep knowledge of the evolutionary psychology and personal characteristics of students [60], an environment that generates human relationships based on emotions and feelings [61].…”

Section: Competences For Classroom Managementmentioning

confidence: 99%

Emotional Competences of Primary Education Teachers: A Need in School Post COVID-19

Sanz-Ponce,

López-Luján,

Serrano-Sarmiento

et al. 2023

EJIHPE

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The COVID-19 pandemic has increased the number of students with mental health problems: depression, anxiety, stress. Faced with this reality, teachers and schools must be prepared to respond quickly and effectively. Therefore, the objective of this article is to analyze the emotional competences of primary school teachers in the city of Valencia based on the following sociodemographic variables: sex, age, professional experience, type of center and whether they have children. For this purpose, a quantitative methodological approach has been followed, through which the emotional competencies of primary education teachers are analyzed. These results allow us to establish teacher profiles according to sociodemographic variables and help to detect possible training deficiencies. A sample of 371 teachers of primary education in the city of Valencia has been analyzed. The Questionnaire on Teaching Competences of Primary Education Teachers, carried out under the Planned Action Model, has been used, and descriptive, univariate, bivariate and cluster analyses have been carried out. The mean, the standard deviation and the interquartile range (IQR) have been analyzed, as well as non-parametric tests such as the Wilcoxon, Kruskal–Wallis or Z test. The most significant results are that teachers have a greater ability to interpret emotions and to listen to students. On the contrary, it is teachers who most reject prejudice, discrimination and racism. Younger teachers are the ones who implement more inclusive learning environments. Finally, in general, all teachers are very respectful of students and claim to know how to manage classroom conflicts. The results obtained, in general terms, coincide with most of the research on teachers’ emotional competencies. Some aspects simply do not coincide with the literature. The teachers who participated in our research perceive themselves as having a greater capacity to observe and interpret students’ emotions, to generate learning situations that cater to diversity and to listen to their students. Other studies place these competencies at lower levels.

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“…In this regard, the National Education Ministry (2010) cited in Castro (2019) indicates that "a good educational environment is one that allows the learning of the students to grow in quality, which occurs when there are teachers who daily create pedagogical scenarios to teach how to learn, recognizing the students' prior knowledge, the construction of knowledge and problem solving in specific contexts" (p.42). In harmony with the above, the learning environments become spaces with different physical, human, social and cultural characteristics, according to (Castro, 2019), where teachers and students come together to interact, communicate, teach and achieve the construction of knowledge from a meaningful learning that lasts for a lifetime.…”

Section: Theoretical Perspectivementioning

confidence: 99%

Confined Education: Practices and Experiences in University Students

CLAUDIA ESPERANZA SAAVEDRA BAUTISTA et al.

2023

RLJ

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The confined teaching and learning practices that were experienced during the COVID-19 pandemic period triggered different challenges and difficulties for students and teachers. Therefore, the purpose of this article is to describe the experiences and perceptions of a group of undergraduate students from the Pedagogical and Technological University of Colombia, where the experiences they had to face are recognized, in order to continue their training process in a confined environment and added to the uncertainty generated by the pandemic. With this purpose, the interpretive research paradigm with a mixed approach was adopted, for which a research instrument with open and closed questions was applied, through which the challenges, difficulties and conflicts faced during confinement were revealed, as the pandemic motivated a synergy between technology, teachers and students that disrupted the teaching and learning processes, opening the need to rewind the traditional educational practices. This study concludes that virtual education, although it presented challenges and difficulties, also offered opportunities for adaptation and growth in the academic sphere. However, it is necessary to continue working on improving technological infrastructure and the training of teachers and students so that virtual education is an effective and efficient tool in the teaching and learning process. Furthermore, it is important to note that virtual education should not be viewed as a secondary option, but as an alternative, that complements traditional educational practice

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Ambientes de aprendizaje

Cited by 10 publications

References 4 publications

Investigación pedagógica en educación primaria: explorando innovaciones y reflexiones

Investigación pedagógica en educación primaria: explorando innovaciones y reflexiones

Emotional Competences of Primary Education Teachers: A Need in School Post COVID-19

Confined Education: Practices and Experiences in University Students

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