PROYECTOS DE APRENDIZAJE TUTORADO: ESTUDIO DE LA PERCEPCIÓN DE MAESTRAS EGRESADAS DEL GRADO EN EDUCACIÓN PRIMARIA.
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| Title: | PROYECTOS DE APRENDIZAJE TUTORADO: ESTUDIO DE LA PERCEPCIÓN DE MAESTRAS EGRESADAS DEL GRADO EN EDUCACIÓN PRIMARIA. |
|---|---|
| Alternate Title: | PROJECT ORIENTED LEARNING: A STUDY OF THE PERCEPTIONS OF GRADUATE TEACHERS OF PRIMARY EDUCATION. |
| Authors: | Ortiz de Santos, Rosa1 rosa.ortiz@uva.es, Santamaría-Cárdaba, Noelia1 noelia.santamaria.cardaba@ui1.es, Ortega-Quevedo, Vanessa1 vanessa.ortega@uva.es |
| Source: | Contextos Educativos. 2023, Issue 31, p75-92. 18p. |
| Subject Terms: | *Teacher training, *College teachers, *Academic motivation, *Teachers, Professional competence |
| Abstract (English): | The article analyzes the perception of graduate teachers regarding the Tutored Learning Projects (PAT) in initial teacher training. It is concluded that the PAT contribute to the development of teamwork skills and the acquisition of professional competencies. The teachers highlight the importance of the accompaniment of the university teacher and the connection with real educational contexts. They also mention advantages such as the development of written and oral expression skills, autonomy, and responsibility. However, they point out difficulties in coordination and lack of work time. The PAT generate high motivation and involvement of the students, but they also present disadvantages such as workload and the need for coordination among teachers. [Extracted from the article] |
| Abstract (Spanish): | El artículo analiza la percepción de maestras egresadas sobre los Proyectos de Aprendizaje Tutorado (PAT) en la formación inicial docente. Se concluye que los PAT contribuyen al desarrollo de habilidades de trabajo en equipo y adquisición de competencias profesionales. Las maestras destacan la importancia del acompañamiento del docente universitario y la conexión con contextos educativos reales. También mencionan ventajas como el desarrollo de habilidades de expresión escrita y oral, autonomía y responsabilidad. Sin embargo, señalan dificultades en la coordinación y falta de tiempo de trabajo. Los PAT generan alta motivación e implicación de los estudiantes, pero también presentan inconvenientes como la carga de trabajo y la necesidad de coordinación entre profesores. [Extracted from the article] |
| Copyright of Contextos Educativos is the property of Universidad de la Rioja, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 164426510 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: PROYECTOS DE APRENDIZAJE TUTORADO: ESTUDIO DE LA PERCEPCIÓN DE MAESTRAS EGRESADAS DEL GRADO EN EDUCACIÓN PRIMARIA. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: PROJECT ORIENTED LEARNING: A STUDY OF THE PERCEPTIONS OF GRADUATE TEACHERS OF PRIMARY EDUCATION. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ortiz+de+Santos%2C+Rosa%22">Ortiz de Santos, Rosa</searchLink><relatesTo>1</relatesTo><i> rosa.ortiz@uva.es</i><br /><searchLink fieldCode="AR" term="%22Santamaría-Cárdaba%2C+Noelia%22">Santamaría-Cárdaba, Noelia</searchLink><relatesTo>1</relatesTo><i> noelia.santamaria.cardaba@ui1.es</i><br /><searchLink fieldCode="AR" term="%22Ortega-Quevedo%2C+Vanessa%22">Ortega-Quevedo, Vanessa</searchLink><relatesTo>1</relatesTo><i> vanessa.ortega@uva.es</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Contextos+Educativos%22">Contextos Educativos</searchLink>. 2023, Issue 31, p75-92. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22College+teachers%22">College teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+competence%22">Professional competence</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: The article analyzes the perception of graduate teachers regarding the Tutored Learning Projects (PAT) in initial teacher training. It is concluded that the PAT contribute to the development of teamwork skills and the acquisition of professional competencies. The teachers highlight the importance of the accompaniment of the university teacher and the connection with real educational contexts. They also mention advantages such as the development of written and oral expression skills, autonomy, and responsibility. However, they point out difficulties in coordination and lack of work time. The PAT generate high motivation and involvement of the students, but they also present disadvantages such as workload and the need for coordination among teachers. [Extracted from the article] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: El artículo analiza la percepción de maestras egresadas sobre los Proyectos de Aprendizaje Tutorado (PAT) en la formación inicial docente. Se concluye que los PAT contribuyen al desarrollo de habilidades de trabajo en equipo y adquisición de competencias profesionales. Las maestras destacan la importancia del acompañamiento del docente universitario y la conexión con contextos educativos reales. También mencionan ventajas como el desarrollo de habilidades de expresión escrita y oral, autonomía y responsabilidad. Sin embargo, señalan dificultades en la coordinación y falta de tiempo de trabajo. Los PAT generan alta motivación e implicación de los estudiantes, pero también presentan inconvenientes como la carga de trabajo y la necesidad de coordinación entre profesores. [Extracted from the article] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Contextos Educativos is the property of Universidad de la Rioja, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=164426510 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.18172/con.5311 Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 18 StartPage: 75 Subjects: – SubjectFull: Teacher training Type: general – SubjectFull: College teachers Type: general – SubjectFull: Academic motivation Type: general – SubjectFull: Teachers Type: general – SubjectFull: Professional competence Type: general Titles: – TitleFull: PROYECTOS DE APRENDIZAJE TUTORADO: ESTUDIO DE LA PERCEPCIÓN DE MAESTRAS EGRESADAS DEL GRADO EN EDUCACIÓN PRIMARIA. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ortiz de Santos, Rosa – PersonEntity: Name: NameFull: Santamaría-Cárdaba, Noelia – PersonEntity: Name: NameFull: Ortega-Quevedo, Vanessa IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 1575023X Numbering: – Type: issue Value: 31 Titles: – TitleFull: Contextos Educativos Type: main |
| ResultId | 1 |
