Análisis de los recuerdos de los estudiantes sobre los contenidos de la titulación de Pedagogía
[EN] It seems clear that while the curriculum has to be conceived as an action plan to guide teacher also has to be open for research, reflection and deliberation, so that it can be enriched by the knowledge generated in practice . Given this approach, we present this arti...
| Autores: | , , |
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| Formato: | artículo |
| Fecha de publicación: | 2015 |
| País: | España |
| Recursos: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | español |
| OAI Identifier: | oai:riunet.upv.es:10251/137454 |
| Acesso em linha: | https://riunet.upv.es/handle/10251/137454 |
| Access Level: | acceso abierto |
| Palavra-chave: | Curriculum Recollection Assessment Student voices Pedagogy studies Currículum Aprendizaje Evaluación Voces de estudiantes Estudios de Pedagogía |
| Resumo: | [EN] It seems clear that while the curriculum has to be conceived as an action plan to guide teacher also has to be open for research, reflection and deliberation, so that it can be enriched by the knowledge generated in practice . Given this approach, we present this article in order to generate the reflection of teachers about the content taught in the formal curriculum of Education-Title in the University of Murcia (Spain). Our intention has been to approach the content students report having learned in each of the disciplines to then identify the contents contained in the curricula for each subject (formal curriculum). The results have allowed us to demonstrate that the faculty has developed the content provided in your program, and make a distinction between matters eminently characterized by the memory of theoretical content and materials characterized by the memory of practical content. |
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