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dc.creatorLopes Janelas, Teresa 
dc.creatorCouceiro Figueira, Ana 
dc.date.accessioned2018-03-07T14:21:39Z
dc.date.available2018-03-07T14:21:39Z
dc.date.created2011-09-26
dc.date.issued2011 
dc.identifierhttps://revistas.urosario.edu.co/index.php/apl/article/view/1637
dc.identifier.urihttp://repository.urosario.edu.co/handle/10336/16074
dc.descriptionEn un momento en el que la educación superior pasa por cambios profundos y, si se pretende una educación más basada en el alumno, los portafolios de enseñar-aprender aparecen como herramienta útil, porque son versátiles y tienen innumerables potencialidades. Este artículo da cuenta de los resultados conseguidos con los profesores de educación superior, en donde se buscó averiguar si éstos abogan por el uso de portafolios de enseñar-aprender en las unidades del plan de estudios que practican. Buscamos, igualmente, percibir de qué forma son utilizados. El estudio desarrollado es de cariz exploratorio, básicamente descriptivo e interpretativo, que no tiene pretensiones de generalizar a toda la población docente. para la recolección de datos, elaboramos y aplicamos un cuestionario que fue contestado por 290 profesores de educación superior pública, universitaria y politécnica. Con el análisis de los resultados, verificamos que el porcentaje de los profesores que utiliza los portafolios en el proceso enseñar-aprender no es muy alto.
dc.descriptionIn a time when higher education come for deep changes and if intends an education more centered in the pupil, the teach-learning portfolios appears as a tool to use, because versatile and with innumerable potentialities. This article reveals the results gotten with higher education teachers, who we looked for to know if these appeal in use the teach-learning portfolios, in the curricular units that teach. We looked for, equally, to perceive of that forms these are used. This is an exploratory study, basically descriptive, that does not have pretensions to generalize for all the teaching population. We elaborated and we applied a questionnaire, with 290 teachers of higher education public, university and polytechnic. We verify that the percentage of the teachers that uses the portfolios in the teach- learning process is not very raised.
dc.description.abstractIn a time when higher education come for deep changes and if intends an education more centered in the pupil, the teach-learning portfolios appears as a tool to use, because versatile and with innumerable potentialities. This article reveals the results gotten with higher education teachers, who we looked for to know if these appeal in use the teach-learning portfolios, in the curricular units that teach. We looked for, equally, to perceive of that forms these are used. This is an exploratory study, basically descriptive, that does not have pretensions to generalize for all the teaching population. We elaborated and we applied a questionnaire, with 290 teachers of higher education public, university and polytechnic. We verify that the percentage of the teachers that uses the portfolios in the teach- learning process is not very raised.
dc.format.mimetypeapplication/pdf
dc.format.mimetypeapplication/pdf
dc.language.isospa
dc.language.isopor
dc.relation.urihttps://revistas.urosario.edu.co/index.php/apl/article/view/1637/1469
dc.relation.urihttps://revistas.urosario.edu.co/index.php/apl/article/view/1637/1470
dc.relation.urihttps://revistas.urosario.edu.co/index.php/apl/article/view/1637/1471
dc.rightsCopyright (c) 2014 Avances en Psicología Latinoamericana
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0
dc.sourceAvances en Psicología Latinoamericana; Vol. 29, Núm. 1 (2011); 19 - 32
dc.sourceAvances en Psicología Latinoamericana; Vol. 29, Núm. 1 (2011); 19 - 32
dc.source2145-4515
dc.source1794-4724
dc.subjectEducación; Aprendizaje; Portafolio; Estrategias; Profesores; Educación superior
dc.subjectEducation; Learning; Portafolio; Strategies; Teachers; Higher education
dc.titleLa instrumentalidad de los portafolios en los procesos de enseñanza-aprendizaje: estudio con profesores portugueses de enseñanza superior
dc.titleA instrumentalidade dos portefólios no processo ensino-aprendizagem: estudo com docentes do ensino superior português
dc.titleThe instrumentality of the portfolios in the teach-learning process: study with higher education Portuguese teachers
dc.typearticle
dc.publisherUniversidad del Rosario
dc.subject.keywordEducation; Learning; Portafolio; Strategies; Teachers; Higher education
dc.rights.accesRightsinfo:eu-repo/semantics/openAccess
dc.type.spaArtículo
dc.rights.accesoAbierto (Texto completo)
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersion


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Copyright (c) 2014 Avances en Psicología Latinoamericana
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