Metodología de enseñanza aprendizaje en la modalidad virtual a partir de los aspectos pedagógico-didácticos aplicados en el curso de formación de docentes interculturales bilingües. Análisis de caso del curso de formación continua conocimientos ancestrales para la docencia intercultural bilingüe. Junio - octubre de 2016
The purpose of this research is to demonstrate the teaching-learning methodology implemented in Module 1 “Cosmovisión de los pueblos y Nacionalidades del Ecuador” of the Continuing Education Course "Conocimientos ancestrales para la docencia intercultural bilingüe". This research starts fr...
| Autor Principal: | Ruiz Moreta, Alexandra Paulina |
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| Formato: | bachelorThesis |
| Idioma: | spa |
| Publicado: |
2018
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| Materias: | |
| Acceso en línea: |
http://dspace.ups.edu.ec/handle/123456789/16123 |
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| Sumario: |
The purpose of this research is to demonstrate the teaching-learning methodology implemented in Module 1 “Cosmovisión de los pueblos y Nacionalidades del Ecuador” of the Continuing Education Course "Conocimientos ancestrales para la docencia intercultural bilingüe". This research starts from the pedagogical-didactic aspects that intervened this process aimed at teachers of Intercultural Bilingual Education. For this research, Zubiría (2006) has also been considered as a theoretical foundation with respect to the component of the constructivist pedagogical model that answers the question: how to teach? It has also been considered methodological foundations of virtual education. The research has been exploratory of qualitative type; the data was obtained from the virtual platform where the course was developed, in addition the contents of the module's analytical plan, the activity guide No. 7, the virtual classroom number 1, 4 and 7 and the teacher's feedback were reviewed; finally, teachers and students participating in the course were interviewed. The role of teacher as mediator and guide has confirmed. The types of learning identified were situated and collaborative. The feedback was motivational, formative and situated. In the students it was identified that the activities that allowed to concretize learning were those of interaction with the natural environment, socio-cultural and the cosmos. Regarding the technological resource, it was possible to identify that it allowed synchronous and asynchronous communication. |
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