La evaluación curricular : contrastes y similitudes entre los enfoques técnico-instrumental, práctico y crítico
The following text offers a conceptual review whose intention is to contrast the existing conceptions around curriculum evaluation, and to search a basis to elucidate the importance of this evaluation as a strategic resource for educational processes. We note, through the contrast among the technica...
| Autor Principal: | Díaz Parada, Camilo Ernesto |
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| Otros Autores: | Fajardo Talero, Carlos Arturo |
| Formato: | info:eu-repo/semantics/bachelorThesis |
| Idioma: | spa |
| Publicado: |
Universidad de La Salle. Facultad de Ciencias de la Educación. Licenciatura en Lengua Castellana, Inglés y Francés (Lenguas Modernas).
2017
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| Materias: | |
| Acceso en línea: |
http://hdl.handle.net/10185/18433 |
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| Sumario: |
The following text offers a conceptual review whose intention is to contrast the existing conceptions around curriculum evaluation, and to search a basis to elucidate the importance of this evaluation as a strategic resource for educational processes. We note, through the contrast among the technical-instrumental, practical, and critical approaches, the existing similarities and differences in the design and implementation of curriculum evaluations. Through the study of several authors’ works, we explore the characteristics of each of these approaches and their implications in the design of evaluative processes. We also study various examples of curriculum evaluation researches in order to make visible the inherent implications of the approaches when designing and implementing curriculum evaluations. Finally, we managed to demonstrate through this contrasting exercise the substantial differences between each of the curriculum evaluation methods and approaches, and the need of an evolution of these concepts and an exploration of new ways of evaluation that allow an educational exercise whose success is not determined or pressured by external factors; all with a view to more significant and successful educational processes.
Methodologically, the research has a qualitative approach, and, related to its method, heuristics and hermeneutics tools have been chosen for building the state of the art.
Keywords: curriculum evaluation, curriculum, education policy, technical-instrumental, practical and critical approaches. |
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