Doctorado en Educación
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Browsing Doctorado en Educación by Author "Castillo Vallejo, Sandra Liliana"
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Item Competencias socioemocionales del docente en la formación integral de los estudiantes de básica secundaria.(2022) Ordoñez Rodríguez, Viviana Yamileth; Castillo Vallejo, Sandra LilianaEducation in basic secondary, provides elements that aim to develop and strengthen people in different areas of life. To achieve the stated purpose, the teacher has a fundamental role, because he is in constant interaction with the students and his work is not limited to academic guidance only. In this sense, it is pertinent to recognize that different factors intervene in the learning process of students. In response to the above, this research was raised as a general objective, to analyze how the socio-emotional competences of the teacher intervene in the integral formation of the student. It was theoretically based on the postulates of socio-emotional competencies. Likewise, what is established by the pillars of education and educational regulations was taken into account. The research was qualitative, of an interpretative-comprehensive type, the method used was the hermeneutic-dialectical one. The results showed that the implicit or explicit actions or orientations that students receive from educators allow them to take guidelines for their training, recognizing them as referents in socio-emotional aspects. It was found as a finding, the lack of effective listening spaces, in which the situations of each educational institution are dealt with internally, both of the pedagogical work of the teacher and of the students. In response to this, the initiative entitled ICEVAER was derived from this research, which consists of leading, from the educational authorities, Contextualized Investigations Listening to the Voices of Real Educational Actors; in such a way that actions that contribute to transformations are determined and executed, starting from reality and not from impositions that ignore the particular school context. In the same way, the need to promote spaces for socio-emotional dialogue was evidenced, in an effective way in the group directions.Item Transformaciones curriculares a partir del uso de las TIC para la enseñanza de Química(Universidad Santiago de Cali, 2024) Hinestroza Rojas, Nataly; Urbina Cárdenas, Jesús Ernesto; Castillo Vallejo, Sandra LilianaGiven the conditions of the so-called fourth industrial revolution, where the incorporation of technologies in all fields that make up society is undeniable, it is necessary to take a look at how they have been linked to school curricula and the impact they have had on school. That is why this work analyzed how curricular transformations have occurred from the linkage of Information and Communication Technologies (ICT) in the teaching process in the subject of Chemistry in Bogotá – Colombia from 2017 to 2022. It should be mentioned that, although the national government has established as a public policy since 2001 to link information and communication technologies to school classrooms to improve the quality of education, the results obtained in national and international tests reflect that this goal has not been achieved. However, it should be noted that the didactics used in different academic contexts have been adapted in search of best practices, in such a way that they manage to respond to the current needs of society, however, there is still a wide educational and technological gap between underdeveloped countries and remote regions that needs to be reduced, adopting the government strategies that have been generated to address this problem. This study has hermeneutical phenomenological character. The methodology used has a qualitative approach. To carry out the data collection, the following instruments are used: semi-structured interview, and documentary review. The sample consists of 10 teachers who guide Chemistry at the vocational average level and whose schools are linked to the Plan Saber Digital 4.0 Stem + Transforma 2022 program