Gabriela Mistral University Repository

The Gabriela Mistral University Library has developed the following Academic Repository in order to preserve, disseminate and make available the full-text contents of the academic production developed by the different actors in the academic and research field of the University.
The UGM University at the beginning of the year 2017 incorporated the UCINF University, also adding that collection where we find memories, theses, degree works, academic magazines, speeches, books, digital and sound files. Contact: repositorio@ugm.cl

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dc.contributor.authorEspinoza Gaete, Freddy
dc.contributor.authorMiquel Valenzuela, María Cristina
dc.contributor.authorPiñeiro Fernández, Javier
dc.contributor.authorRíos Tapia, María Amparo
dc.contributor.authorRodríguez Fernández, Paula
dc.contributor.authorMorosetti lnnocenti, Sandra
dc.date.accessioned2018-08-31T17:42:16Z
dc.date.available2018-08-31T17:42:16Z
dc.date.issued2015
dc.identifier.citationAkadèmeia V.13 N°2 diciembre 2015 pp: 7 - 27es_ES
dc.identifier.issn07189397
dc.identifier.urihttps://hdl.handle.net/20.500.12743/1394
dc.description.abstractEl presente artículo se enmarca en el primer concurso fondo de iniciación a la investigación docente, impulsado por la Vicerrectoría académica y el centro de investigación en educación CIE de la Universidad Ucinf. Este estudio fue realizado en el año 2015 y tuvo como finalidad caracterizar el perfil del profesor tutor de las prácticas profesionales de los estudiantes de la Facultad de Educación de la Universidad Ucinf. La investigación fue de carácter descriptivo y combinó un trabajo de revisión bibliográfica y la realización de grupos focales a una muestra de los profesores supervisores. De acuerdo a la evidencia recogida, es posible señalar que los docentes supervisores se perciben a sí mismos como "mediadores". "acompañantes" y "guías", haciendo una permanente retroalimentación de los aprendizajes, aspecto que coincide con los enfoques constructivistas en relación a los modelos de supervisión examinados en la literatura.es_ES
dc.description.abstractThis article is part of the first fund contest introduction to teacher research, driven by the Academic Vice rectory research and education center of the UCINF CIE University. This study was conducted in 2015 and aimed to characterize the profile of the tutor of professional practice of students of the Faculty of Education at the University UCINF. The investigation was descriptive and its work combined a literature review and conducting focus groups to a sample of faculty supervisors. According to the evidence gathered, it may be noted that supervisors teachers perceive themselves as “mediators", "companions" and "guides", making a continuous feedback of learning, something that coincides with constructivist approaches in relation to supervisory models discussed in the literature.
dc.language.isoeses_ES
dc.publisherUniversidad de Ciencias de la Informáticaes_ES
dc.rightsAttribution-NoDerivs 3.0 United States
dc.rights.urihttp://creativecommons.org/licenses/by-nd/3.0/us/
dc.subjectPráctica profesionales_ES
dc.subjectTutorías en educaciónes_ES
dc.subjectEducación superiores_ES
dc.subjectUniversidad de Ciencias de la Informática (Chile)es_ES
dc.titleCaracteristicas del Perfil del Docente Tutor de las Prácticas Profesionales de las Carreras de Pedagogía de la Facultad de Educación de la Universidad Ucinfes_ES
dc.title.alternativeThis article is part of the first fund contest introduction to teacher research, driven by the Academic Vice rectory research and education center of the UCINF CIE University. This stu- dy was conducted in 2015 and aimed to characterize the profile of the tutor of professional practice of students of the Faculty of Education at the University UCINF. The investigation was descriptive and its work combined a literature review and conducting focus groups to a sample of faculty supervisors. According to the evidence gathered, it may be noted that su- pervisors teachers perceive themselves as “mediators", "companions" and "guides", making a continuous feedback of learning, something that coincides with constructivist approaches in relation to supervisory models discussed in the literature.es_ES
dc.typeArticlees_ES


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