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La economía política de la CORFO : la trampa de alternancia entre selectividad y horizontalidad
(Universidad de Chile, 2019-07)
Metodologías de enseñanza aprendizaje en aula que contribuyen al desarrollo de habilidades profesionales no técnicas, durante el primer ciclo formativo en estudiantes de enfermería de la Universidad de Valparaíso
(Universidad de Chile, 2018)
En el marco del proceso de innovación curricular en la educación superior en Chile, la Universidad de Valparaíso (UV) apoyó a las carreras interesadas en participar de las diversas instancias que permitieran guiar a los docentes en la estructuración...
Within the framework of the process of curricular innovation in higher education in Chile, the University of Valparaíso (UV) supported the careers that were interested in participating in the various instances that would allow teachers to be guided in the structuring of a curricular plan that is oriented by competences. With this new view, a growing interest and training of the teaching staff in various teaching-learning methodologies were shown in the Nursing School of the University of Valparaíso, considering both national and international references in similar curricular processes, trying to adopt the new educational paradigm, which allows the achievement of necessary competences for professional practice, which allowed the establishment of a innovative curricular plan from 2014. The present study aims to analyze the perception of the students in teaching-learning methodologies for the development of non-technical professional skills in the classroom and the circumstances that intervene in the third version of the subjects of the first formative cycle of the curricular plan oriented by competences, of the Nursing School of the University of Valparaíso. The specific objectives raised in this study are: i)Validate the instrument designed for the recollection of data of the students’ perception concerning the teaching-learning methodologies that are most relevant to the development of non-technical skills in the classroom, ii) Identify the teaching-learning methodologies that were used in the third version of the various subjects of the first formative cycle of the curricular plan oriented to competences, iii) Establish the methodologies of teaching-learning that contribute the most in the classroom, according to the preference of the students to the development of the non-technical skills, in the subjects of the first formative cycle, iv) Analyze the existence of factors that take part in the development of teaching-learning methodologies in the classroom and how the students’ perception has been influenced by that, regarding the contribution for the development of non-technical skills in the first formative cycle subjects. The research has a quantitative approach of a descriptive scope, non-experimental, transversal, developed with fifth grade students of the career. Fourteen programes were reviewed in the subjects of the first and second year of the career, choosing the methodologies of major use so that they were incorporated afterwards in a valid instrument previously validated in context, reliability and construct. The analysis of the results was obtained from the software Microsoft Excel and the statistical package of IBM SPSS version 22. In the results obtained, the case study methodology reached the highest preference among the students, followed by seminar. Class highlighted the time of understanding, organizing and applying theoretical concepts, while workshop was displaced by other methodologies and flipped classroom maintained a low preference in its support for the development of non-technical skills. Regarding the development of methodologies used, the evaluation pointed out that there was disparity of opinion among the students concerning the time granted, as in the clarity of the purpose of the methodologies for the development of the non-technical skills, constituting itself as a part of the factors that may influence in its acquisition. On the other hand, there was a high agreement regarding the infrastructure to work in the classroom and the comprehension of contents through the methodologies used, as well as a positive evaluation for the teaching advice, incorporating observations regarding the difference of criteria in their role and feedback. It is expected to spread the results among the academics of the career to support the revision stage of the current innovated curricular plan and the decision making inside the subjects, to contribute in a better way to the development of the non-technical skills proclaimed in the graduate profile of the UV nursing career....
Within the framework of the process of curricular innovation in higher education in Chile, the University of Valparaíso (UV) supported the careers that were interested in participating in the various instances that would allow teachers to be guided in the structuring of a curricular plan that is oriented by competences. With this new view, a growing interest and training of the teaching staff in various teaching-learning methodologies were shown in the Nursing School of the University of Valparaíso, considering both national and international references in similar curricular processes, trying to adopt the new educational paradigm, which allows the achievement of necessary competences for professional practice, which allowed the establishment of a innovative curricular plan from 2014. The present study aims to analyze the perception of the students in teaching-learning methodologies for the development of non-technical professional skills in the classroom and the circumstances that intervene in the third version of the subjects of the first formative cycle of the curricular plan oriented by competences, of the Nursing School of the University of Valparaíso. The specific objectives raised in this study are: i)Validate the instrument designed for the recollection of data of the students’ perception concerning the teaching-learning methodologies that are most relevant to the development of non-technical skills in the classroom, ii) Identify the teaching-learning methodologies that were used in the third version of the various subjects of the first formative cycle of the curricular plan oriented to competences, iii) Establish the methodologies of teaching-learning that contribute the most in the classroom, according to the preference of the students to the development of the non-technical skills, in the subjects of the first formative cycle, iv) Analyze the existence of factors that take part in the development of teaching-learning methodologies in the classroom and how the students’ perception has been influenced by that, regarding the contribution for the development of non-technical skills in the first formative cycle subjects. The research has a quantitative approach of a descriptive scope, non-experimental, transversal, developed with fifth grade students of the career. Fourteen programes were reviewed in the subjects of the first and second year of the career, choosing the methodologies of major use so that they were incorporated afterwards in a valid instrument previously validated in context, reliability and construct. The analysis of the results was obtained from the software Microsoft Excel and the statistical package of IBM SPSS version 22. In the results obtained, the case study methodology reached the highest preference among the students, followed by seminar. Class highlighted the time of understanding, organizing and applying theoretical concepts, while workshop was displaced by other methodologies and flipped classroom maintained a low preference in its support for the development of non-technical skills. Regarding the development of methodologies used, the evaluation pointed out that there was disparity of opinion among the students concerning the time granted, as in the clarity of the purpose of the methodologies for the development of the non-technical skills, constituting itself as a part of the factors that may influence in its acquisition. On the other hand, there was a high agreement regarding the infrastructure to work in the classroom and the comprehension of contents through the methodologies used, as well as a positive evaluation for the teaching advice, incorporating observations regarding the difference of criteria in their role and feedback. It is expected to spread the results among the academics of the career to support the revision stage of the current innovated curricular plan and the decision making inside the subjects, to contribute in a better way to the development of the non-technical skills proclaimed in the graduate profile of the UV nursing career....
Evaluación y aplicación de un modelo de calidad a organismos de acreditación en Chile
(Universidad de Chile, 2014-04)
Saberes Docentes e inserción profesional. Construcción y resignificación de los repertorios disciplinares y pedagógicos en el caso de los profesores neófitos en historia y ciencias sociales
(Universidad de Chile, 2013)
A través de esta tesis, la autora pretende relevar los procesos constructivos y de resignificación de los saberes docentes, focalizando la indagación en los profesores principiantes de Historia y Ciencias Sociales. La contextualización de la...
Justicia, género y sexualidad: primer encuentro académico, Santiago, Chile 2009
(Universidad de Chile, Facultad de Derecho, Centro de Derechos Humanos, 2012)
El sentido de lo comunitario en el trabajo teatral: Sistematización de la experiencia de la compañía de teatro Bandurrias
(Universidad de Chile, 2019)
La presente tesis se basa en el proceso de sistematización de la experiencia vivida de la compañía de teatro Bandurrias, teniendo como objetivo principal, analizar el sentido de lo comunitario que es configurado durante su trabajo. Se desarrollaron...
El eslabón perdido del fenómeno del diseño : la deficiencia de la enseñanza estética en la carrera de diseño de la Facultad de Arquitectura y Urbanismo de la Universidad de Chile
(Universidad de Chile, 2019)
La presente investigación nace de la inquietud respecto a la poca enseñanza que hay de la estética como disciplina en diseño, su poca mención en la carrera, vislumbra la carencia que se tiene de ésta; encargada recurrentemente de las creaciones...
Análisis de la articulación de redes locales hacia niñez migrante en contextos complejos
(Universidad de Chile, 2019)
Las recientes oleadas migratorias en Chile generan desafíos importantes ante los cambios demográficos emergentes. Diversos análisis (Bellolio, 2014; CONAI, 2016; Galaz, Poblete, Frías, 2019) muestran que existen déficits de diseño e implementación...
André Racz en las artes visuales y la cultura chilenas : conexiones e influjos a mediados del siglo XX
(Universidad de Chile, 2019)