scholarly journals Práctica artística como investigación: su instalación y desarrollo en el sistema académico chileno. / Art Practice as research: Its implementation and development in the chilean academic system.

2018 ◽  
Author(s):  
Ignacio Villegas Vergara
Keyword(s):  
Art Practice ◽  
Graduate Studies ◽  
University System ◽  
Arts Based Research ◽  
The Arts ◽  
Academic System ◽  
Constructive Process ◽  
El Sistema ◽  
Art Based Research ◽  
The University

El artículo revisa la instalación y desarrollo de la noción de investigación basada en la práctica en el ámbito de las artes visuales del sistema universitario chileno. Alojada en los postgrados, la tradicional noción de investigación heredada del paradigma positivista,  ha comenzado a tener cambios en Chile –lentos pero sistemáticos-  desde los ’90. Primero en una discusión alojada en el pregrado, luego hacia el 2010 en el doctorado en artes.La investigación guiada por la práctica artística, conocida por su nombre en inglés Art Based Research o Practice as Research, valora tanto el producto final –la obra- como el proceso constructivo entendido como una cadena de pasos que entrañan conocimiento. Permite además que el artista asuma su labor creativa en la academia como una investigación, lo que permite su validación al interior del sistema universitario al que tradicionalmente se accede solo por las credenciales de artista. Art Practice as research: Its implementation and development in the chilean academic system.The present article examines the implementation and development of the notion of research that is based on visual arts practices within the chilean university system. Nested in graduate studies, the traditional notion of research was inherited from the positivist paradigm, and has undergone changes in Chile – slow but systematic changes– since the 90’s. Discussions leading to such changes began in the undergraduate domain and then became active amongdoctoral programs in the arts toward 2010.Arts-based Research or Art Practice as Research values both the final product (i.e., the work of art) and the constructive process understood as a sequence of steps embodying knowledge. It also enables artists to undertake their creative work as research endeavors in academia, which in turn validates then within the university system that traditionally could only be accessed with artist credentials.

scholarly journals Empresa, crisis y educación universitaria en el Perú

Sílex ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 114-124
Author(s):  
Jenny Canales Peña
Keyword(s):  
General System ◽  
University System ◽  
Business System ◽  
The People ◽  
University Life ◽  
El Sistema ◽  
The University

En el actual sistema universitario, existen más de cien universidades, mayoritariamente privadas, lo cual convierte al sistema en uno empresarial. Así, el interés por obtener una porción del mercado hace que se pierda de vista la esencia de la universidad, el lugar que ocupa el docente y la vida universitaria, y reducen las expectativas académicas a unas práctico-utilitarias. Se exige al docente que capte o mantenga al estudiantado, pero no se le permite la pertenencia a un centro ni al sistema en general. La crisis evidencia una despreocupación por aspectos antropológicos; la persona no tiene un espacio en el sistema liderado por la economía. In the actual Peruvian university system, they exist more than one hundred universities, most lf them private, which turns it into a business system. That way, the interest for obtaining a piece of the market make the essence of the university get lost of sight, as well as the place that occupy the professor and the university life, and they reduce the academical expectations to practical utilitarian. It is required that the professors keep the students, but the membership to a center nor at the general system is not allowed. The crisis shows an unconcern for anthropological aspects; the people don’t have a space in the economy ruled system.

scholarly journals NUEVOS PLANTEAMIENTOS EN LA DOCENCIA UNIVERSITARIA EN TURISMO: PROPUESTA DIDÁCTICA PARA EL ESTUDIO DE LOS RECURSOS TERRITORIALES TURÍSTICOS

2021 ◽  
pp. 329-363
Author(s):  
Rafael Garzón García ◽  
Gema Florido Trujillo
Keyword(s):  
Methodological Development ◽  
Teaching Improvement ◽  
University System ◽  
El Sistema ◽  
Tourism Resources ◽  
The Subject ◽  
The University ◽  
Geographical Dimension

Se plantea un proyecto didáctico para la asignatura de Recursos Territoriales Turísticos, considerada como clave en el estudio universitario de la dimensión geográfica del fenómeno turístico. El trabajo toma en consideración la realidad existente a este respecto en el sistema universitario español, caracterizada por una evidente heterogeneidad. Se ofrece una propuesta en pro de la deseable clarificación, a partir de lo cual se detalla el desarrollo conceptual y metodológico de la asignatura, desde una perspectiva eminentemente pragmática y aplicada, en aras de la mejora docente. A didactic plan is proposed for Territorial Tourism Resources, considered as a key subject for the university study of the geographical dimension of tourism. The study takes into account the reality in this regard in the Spanish university system, characterized by an obvious heterogeneity. A proposal for the desirable clarification is offered, from which the conceptual and methodological development of the subject is detailed, from an eminently pragmatic and applied perspective, for the sake of teaching improvement.

scholarly journals Collaborative team teaching

2017 ◽  
Vol 20 (4) ◽  
pp. 60-65
Author(s):  
Shayne Walker
Keyword(s):  
Community Service ◽  
Team Teaching ◽  
Academic Career ◽  
Ways Of Knowing ◽  
Practical Experience ◽  
Knowledge Bases ◽  
University System ◽  
Academic System ◽  
Enormous Amount ◽  
The University

An academic career at Otago University is premised on the idea that we come pre-packaged for teaching, research and community service. In an ideal world this may be so, but in our experience as Māori academics in an applied professional department, this has not been the case for a number of reasons. Firstly, rather than come primarily through the academic system, the lecturing staff in our department come from an applied/professional background where most of us have worked as professional social or community workers. Therefore, our participation in the university system brings with it an enormous amount of practical experience in the fields we are teaching. However, it often lacks some of the key elements important to an academic institution. Developing the knowledge and skill base to undertake research, teaching and community service, especially when you consider professional development, promotion, remuneration and now PBRF, seems like an insurmountable task at times. Our approach has been to develop these things in a way that suits us culturally, personally and academically.Therefore, this paper will explore some of the reasons and subsequent implications for why we have chosen to work collaboratively and team teach all our papers. For the purposes of this paper we will discuss: ways of knowing; ways of viewing; complementarity of skills; experiential and knowledge bases; collegial relationships; and workload implications. 

Una aproximación a la docencia universitaria desde las creencias docentes

2015 ◽  
Author(s):  
Ana María Contreras Duarte
Keyword(s):  
Higher Education ◽  
University Teaching ◽  
Educación Superior ◽  
University System ◽  
Teaching Process ◽  
Related Research ◽  
Educacion Superior ◽  
Teachers Beliefs ◽  
El Sistema ◽  
The University

RESUMENEl artículo da cuenta de los resultados de una investigación en que se aplicó un análisis hermenéutico de datos producidos a través de entrevistas en profundidad, para identificar las principales nociones en los discursos de académicos universitarios y que se constituyen en el contenido implícito de sus creencias sobre el sistema de educación superior, el proceso de enseñanza aprendizaje y los distintos actores que participan de él. Los resultados son coincidentes con los observados en investigaciones afines, realizados en otros niveles de enseñanza, dando cuenta de la importancia del reconocimiento de las creencias docentes, ya que éstas dan forma a prácticas educativas que pese a su dinamismo, mantienen rasgos tradicionales legitimados a través de la propia historia de los sistemas de educación superior y las vivencias de estudiantes y profesores formados en él.Palabras clave: Creencias - educación superior - docencia universitaria - pensamiento del profesor. Uma abordagem de um dos professores universitários crenças de ensinoRESUMOO artigo dá conta dos resultados de uma investigação em que se aplicou uma análise hermenéutico de dados produzidos através de entrevistas em profundidade, para identificar as principais noções nos discursos de acadêmicos universitários e que se constituem no conteúdo implícito de suas crenças sobre o sistema de educação superior, o processo de ensino aprendizagem e os diferentes atores que participam dele. Os resultados são coincidentes com os observados em investigações afines, realizados em outros níveis de ensino, dando conta da importância do reconhecimento das crenças docentes, já que estas dão forma a práticas educativas que pese a sua dinamismo, mantêm rasgos tradicionais legitimados atravésda própria história dos sistemas de educação superior e as vivências deestudantes e professores formados nele.Palavras chave: Crenças - educação superior - docencia universitária -pensamento do professor.An approach from a university teaching teachers beliefsABSTRACTThe article reports the results of an investigation in that it applied anhermeneutic analysis of data produced in interviews, recognizes the majorconcepts identified in the discourse of teachers and that constitute theimplicit content of their beliefs about the university system, the learningand teaching process the different actors involved in it. The results areconsistent with those observed in related research, realizing the importanceof recognizing teachers’ beliefs as they shape educational practices which,despite its dynamism, maintain traditional features legitimized through thehistory of the systems higher education and the experiences of studentsand teachers trained in it.Key Words: Beliefs - higher education - university teaching - teacherthinking.

scholarly journals Mapas de competencias genéricas del bachillerato

2021 ◽  
Vol 21 (67) ◽  
Author(s):  
Rafael Morales Gamboa ◽  
María Inez González Navarro ◽  
Yessenia Reyes Sánchez
Keyword(s):  
High School ◽  
General Framework ◽  
Virtual University ◽  
University System ◽  
Generic Competencies ◽  
El Sistema ◽  
Generic Competences ◽  
The University ◽  
Computational Representation ◽  
Competence Maps

En el marco general del diseño e implementación de un entorno virtual inteligente para dar seguimiento al desarrollo de competencias por los estudiantes, se presentan los resultados del análisis de las competencias genéricas establecidas para el Sistema Nacional de Bachillerato de México y la codificación de los resultados en la forma de mapas de competencias usando un lenguaje susceptible de ser procesado automáticamente por computadoras. Específicamente, se presentan una revisión de literatura sobre la representación computacional de competencias, un mapa de competencias genéricas con relaciones de subsume/es-un e incluye/parte-de y la aplicación del mapa para identificar la presencia de competencias genéricas en el diseño de cursos de bachillerato en el Sistema de Universidad Virtual de la Universidad de Guadalajara. In the general framework of designing and implementing an intelligent virtual environment to monitor the development of competences by students, we present the results of an analysis of the generic competences established for the National High School System of Mexico, and the coding of the results in the form of competence maps using a language that can be automatically processed by computers. Specifically, we present a literature review on the computational representation of competencies, a map of generic competencies with subsume/is-a and includes/part-of relationships, and the application of the competences map to identify the presence of generic competences in the design of high school courses in the Virtual University System of the University of Guadalajara.

scholarly journals Una experiencia encarnada de investigación escénica en estudios teatrales universitarios

2019 ◽  
pp. 116
Author(s):  
Carolina Martínez López
Keyword(s):  
Performing Arts ◽  
Emotional Experience ◽  
Second Phase ◽  
Embodied Experience ◽  
Arts Based Research ◽  
Creative Processes ◽  
University Studies ◽  
Art Based Research ◽  
The Aesthetic ◽  
The University

Resumen. Este artículo presenta una propuesta pedagógica y de investigación en estudios teatrales universitarios basada en el análisis teórico y en la experiencia física, intelectual y emocional de procesos creativos escénicos. A lo largo del mismo, veremos cómo la dificultad de los estudios teatrales para integrarse en el terreno científico y en la academia puede utilizarse para construir nuevas vías docentes y creativas, atendiendo a la especificidad del teatro, vivo y efímero por naturaleza. Transitaremos para ello el camino de la Investigación Basada en las Artes, la A/r/tografía (rama de la IBA) y las experiencias previas de Investigación Basada en el Teatro. Aunaremos una visión organicista y holística basada en la idea del arte como experiencia encarnada, y la aproximación a la investigación como un trabajo en proceso permanente. En cuanto a lo estético, primará una percepción transversal de lo escénico en el marco de las denominadas “teatralidades expandidas” ligadas al concepto de “performativo”. En una segunda fase, enlazaremos esta teoría con la descripción y el análisis de casos prácticos llevados a cabo en el Grado de Artes Escénicas de la Universitat de Girona (EU ERAM), para intentar valorar la eficacia de la propuesta, además de buscar ir asentando unos parámetros válidos para su evaluación.  Palabras clave: estudios universitarios de Artes Escénicas, Investigación Basada en las Artes, experiencia encarnada, A/r/tografía, performativo  Abstract. This article presents a pedagogical and research proposal in Performing Arts university studies based on theoretical analysis, and on physical, intellectual and emotional experience of scenic creative processes. Throughout it, we will see how the difficulty of Performing Arts studies to integrate into the scientific field and into the Academy can be used to build new educational and creative paths, taking into account the specificity of Theater, alive and ephemeral by nature. We will go through the path of Arts-Based Research, A / r / tography (branch of ABR) and previous experiences of Theater-Based Research. We will combine an organic and holistic vision based on the idea of art as an embodied experience, and the approach to research as a work in permanent process. As for the aesthetic, a transversal perception of theatre will prevail within the framework of the so-called “expanded theatricalities” linked to the concept of “performative”. In a second phase, we will link this theory with the description and analysis of practical cases carried out in the Degree of Performing Arts of the University of Girona (EU ERAM), to try to assess the effectiveness of the proposal, in addition to seeking to settle valid parameters for evaluation.  Keywords: Performing Arts university studies, Art-based Research, embodied experience, A/r/tography, performative   DOI: http://dx.doi.org/10.7203/eari.10.14309

scholarly journals El Practicum del MFPS: Valoraciones del alumnado y del profesorado-tutor

2018 ◽  
Vol 22 (1) ◽  
pp. 369-392
Author(s):  
Pilar Gil-Molina ◽  
Alex Ibáñez-Etxeberria ◽  
Silvia Arribas ◽  
Joana Jaureguizar
Keyword(s):  
Education Reform ◽  
Methodological Approach ◽  
Statistical Data Analysis ◽  
University System ◽  
El Sistema ◽  
Attention To Diversity ◽  
Attention To Students ◽  
The University ◽  
Spanish Education ◽  
Pais Vasco

Resumen:El Máster de Formación del Profesorado de Educación Secundaria (MFPS) de la Universidad del País Vasco-Euskal Herriko Unibertsitatea (UPV/EHU) se implementó por primera vez en el curso académico 2009-10. Desde entonces, su Practicum se ha organizado en colaboración con los centros de prácticas de la Comunidad Autónoma del País Vasco que se han encargado cada curso académico de la formación en los centros de prácticas de unos/as 130-170 estudiantes. Este Practicum ha contado con la colaboración de unos/as 130-150 docentes de dichos centros que han realizado el seguimiento del alumnado del MFPS. Transcurridos los primeros cursos de implementación, este trabajo ha tratado de recoger las valoraciones de una muestra formada por 210 sujetos (alumnado y profesorado-tutor de los centros de prácticas). Para la recogida de las valoraciones de esta muestra se ha empleado una versión adaptada del cuestionario “Grado de Satisfacción y Utilidad Profesional del Practicum II (GSUP-PII)” de González y Hevia (2011). Los resultados indican que la valoración general del Practicum es positiva, si bien las dimensiones mejor valoradas son la utilidad formativa de las prácticas y el sistema de evaluación y calificación de las mismas. Se han encontrado diferencias significativas entre las valoraciones del alumnado y del profesorado-tutor en tres de las cuatro dimensiones exploradas por el cuestionario: organización de las prácticas, agentes implicados y utilidad de las prácticas. Las conclusiones señalan como aspectos a mejorar: las funciones de los/as tutores/as de prácticas de la universidad y a la coordinación entre los distintos agentes relacionados con el Practicum. Abstract:From 90 education reform begins a trend driving the Spanish education system educational attention to the problems associated with hearing and speech teacher creating a new figure: the master of hearing and language. Today, after a period of implementation of the degrees in the Spanish university system (disappearing this degree as a specialty) and to possible further reforms in the university cycles, one wonders about the conception that students (future professionals in education) have about the need for such action and the general or specialized profile should perform it in schools. In this sense, depending on the objectives, has conducted research through a mixed methodological approach that combines the descriptive statistical data analysis with-naturalistic qualitative Review pupil interpretation, considering both trends of the group as the uniqueness of individual data. For this, as participants took a group of students from the University of Almería belonging to various degrees related to education, a questionnaire on the perception of attention to diversity in speech and hearing having been applied, teacher training that accurate or appropriate action to be developed in schools. Following the results, it was found that most students recognized the need to intervene in schools to the problems associated with hearing and language. However, lack a clear and definite conception of the diversity of professional roles they can play that role, and teaching and curricular implications involved. Therefore, point to the need to promote initial training in this field for the attention to students with specific needs related to hearing and language.

scholarly journals Empresa, crisis y educación universitaria en el Perú

Sílex ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 114-124
Author(s):  
Jenny Canales Peña
Keyword(s):  
General System ◽  
University System ◽  
Business System ◽  
The People ◽  
University Life ◽  
El Sistema ◽  
The University

En el actual sistema universitario, existen más de cien universidades, mayoritariamente privadas, lo cual convierte al sistema en uno empresarial. Así, el interés por obtener una porción del mercado hace que se pierda de vista la esencia de la universidad, el lugar que ocupa el docente y la vida universitaria, y reducen las expectativas académicas a unas práctico-utilitarias. Se exige al docente que capte o mantenga al estudiantado, pero no se le permite la pertenencia a un centro ni al sistema en general. La crisis evidencia una despreocupación por aspectos antropológicos; la persona no tiene un espacio en el sistema liderado por la economía. In the actual Peruvian university system, they exist more than one hundred universities, most lf them private, which turns it into a business system. That way, the interest for obtaining a piece of the market make the essence of the university get lost of sight, as well as the place that occupy the professor and the university life, and they reduce the academical expectations to practical utilitarian. It is required that the professors keep the students, but the membership to a center nor at the general system is not allowed. The crisis shows an unconcern for anthropological aspects; the people don’t have a space in the economy ruled system.

Harnessing creativity through arts-based research to support teachers’ identity development

2019 ◽  
Vol 26 (1) ◽  
pp. 25-42 ◽  
Author(s):  
Loraine McKay ◽  
Viviana Sappa
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Creative Process ◽  
Scientific Literature ◽  
Literature Analysis ◽  
Professional Identity Development ◽  
Arts Based Research ◽  
The Arts ◽  
Art Based Research ◽  
Thinking Differently

Although prevalently focused on research-based outcomes (i.e. better understanding of a particular phenomenon, process or experience), arts-based researchers have widely emphasised the transformational potentialities of arts for individuals. In particular, the arts create space for thinking differently and provide opportunities to explore intuitive and emotionally connected ideas that do not rely on words alone. The arts are powerful instruments to activate individual and collective reflection, creativity and ability to approach life situations from different perspectives. Thus, arts are particularly powerful to promote the creative and transformational processes that are essential for professional identity development, including reflection and reflexivity on self. In this paper we aim at conceptualising the high potential of art-based research, as a creative process, for teachers’ identity development. Based on a systematic scientific literature analysis we intend to map the different ways arts can be used to support teachers’ professional identity development while clarifying which transformational and learning processes are involved.

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