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Strategies, resources and interactions in class: Contributions for postgraduate training in administration and related fields

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dc.creatorCarreño, Claudia Inésspa
dc.creatorSalinas, Cielo Catalina Manceraspa
dc.creatorDurán, Armando Duránspa
dc.creatorBlanco, Clara Inés Garcíaspa
dc.date.accessioned2020-05-26T00:06:32Z
dc.date.available2020-05-26T00:06:32Z
dc.date.created2020spa
dc.description.abstractThe article presents a reflection on pedagogical strategies, resources for teaching and interactions in class from the perspective of training, with the aim of encouraging and exalting transformative pedagogical practices, inspired by reflective dialogue, collaborative work and meaningful learning in postgraduate studies and, particularly, in the case of administration and related subjects. Theoretically, it starts from two main notions. The first refers to training, understood as a permanent and dynamic process of creation, and whose main purpose is to continuously and consciously shape the potential of the person in complex and changing environments. The second refers to the pedagogical practice, understood as the deliberate and reflexive experience of teachers and students around the training act, that is, it gives an account of the ways in which educational actors produce, experience, reflect and appropriate particular pedagogical strategies, resources and class interactions. The methodological approach used is qualitative, and it privileges consultation techniques and documentary analysis, fundamentally. With these devices we seek to guide present and future educational efforts for postgraduate programs in administration and related fields. As main findings, pedagogical and didactic openings for training work are identified; patterns of reflection on teaching activity and observations accompanied by a feedback exercise that invites managers to think about administration and related teachings with a cognitive, social and ethical significance, as well as incorporating and strengthening teacher training as a generating environment for innovative pedagogical practices. © 2020 Emerson de Pietri.eng
dc.format.mimetypeapplication/pdf
dc.identifier.doihttps://doi.org/10.1590/S1678-4634202046212749
dc.identifier.issn15179702
dc.identifier.urihttps://repository.urosario.edu.co/handle/10336/23905
dc.language.isoengspa
dc.publisherEmerson de Pietrispa
dc.relation.citationEndPage20
dc.relation.citationStartPage1
dc.relation.citationTitleEducacao e Pesquisa
dc.relation.citationVolumeVol. 46
dc.relation.ispartofEducacao e Pesquisa, ISSN:15179702, Vol.46,(2020); pp. 1-20spa
dc.relation.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85082664751&doi=10.1590%2fS1678-4634202046212749&partnerID=40&md5=1d118638e0c7c68b4a13c46a0437e25dspa
dc.rights.accesRightsinfo:eu-repo/semantics/openAccess
dc.rights.accesoAbierto (Texto Completo)spa
dc.source.instnameinstname:Universidad del Rosariospa
dc.source.reponamereponame:Repositorio Institucional EdocURspa
dc.subject.keywordAdministration and related fieldsspa
dc.subject.keywordPedagogical practicesspa
dc.subject.keywordPostgraduate educationspa
dc.subject.keywordTrainingspa
dc.titleStrategies, resources and interactions in class: Contributions for postgraduate training in administration and related fieldsspa
dc.typearticleeng
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersion
dc.type.spaArtículospa
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