The Classroom life: implications of “learning to learn” in secondary and higher education
The transformation of teaching versus thetransformation of knowledge where the circumstances of the changes in human nature are obstructed by the parallel change, in order to respond to this situation, innovation is imposed through creative participation for incorporation into the life of the 21st c...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | México |
| Recursos: | UNIVERSIDAD AUTÓNOMA DE CHIAPAS |
| Repositorio: | Revista Espacio I+D Innovación más Desarrollo |
| Idioma: | español inglés |
| OAI Identifier: | oai:ojs.espacioimasd.unach.mx:article/234 |
| Acesso em linha: | https://www.espacioimasd.unach.mx/index.php/Inicio/article/view/234 |
| Access Level: | acceso abierto |
| Palavra-chave: | Aprender a aprender Autorregulación Autonomía Globalización Complejidad y conocimiento learning to learn self-regulation autonomy globalization complexity and knowledge |
| Resumo: | The transformation of teaching versus thetransformation of knowledge where the circumstances of the changes in human nature are obstructed by the parallel change, in order to respond to this situation, innovation is imposed through creative participation for incorporation into the life of the 21st century The great challenge will consist in the transformation of our thinking, which clings to the traditional framework, where relearning and unlearning permanently implies processes of current educational complexity. Faced with this scenario, educational institutions are in the intricate situation of making changes in their structure. What is the discrepancy between the institutional framework and the knowledge society framework? What are the situations that are involved in the teaching and learning process of students and teachers? Its objective is to show the distance between the current educational postulate -learning to learn- and the situations that are lived in the teaching and learning process in secondary and higher education. The process of self-regulation to learn to learn represents a desirable concept but not sustained by educational practice. Although what prevails are traditional practices and exclusive educational environments that deny access to educational change in teaching and learning, only the methodological experience will allow us to understand the process of learning to learn. |
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