La didáctica general: un marco para la didáctica virtual
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Universidad Santo Tomás seccional Bucaramanga
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Las prácticas pedagógicas y docentes tienen su justificación en la pedagogía y en las concepciones que los docentes realizan en la enseñanza-aprendizaje, así mismo, las prácticas didácticas se encuentran ancladas en la didáctica general y en las especificas según el área y el cómo se requiera trasmitir. En este último aspecto se detiene esta investigación para reflexionar y analizar el cómo se realiza la enseñanza en la modalidad virtual en el nivel superior de educación.Se propone como objeto de estudio el identificar las creencias y percepciones que los docentes de la educación superior tienen acerca de la didáctica general y especifica, por ello se parte de la pregunta orientadora ¿Cuán cerca está el docente de educación universitaria de la práctica didáctica?, ¿El proceso de enseñanza-aprendizaje en los ámbitos universitarios se ha quedado en hechos de práctica docente con tendencia trasmisionista a pesar de los avances en recursos tecnológicos digitales para la educación?Se aplicó una encuesta abierta –por mediación virtual– a docentes de educación virtual de diferentes áreas de conocimiento, cuya formación académica no es pedagógica. Esto permitió identificar el concepto de didáctica que ellos poseen y la pertinencia del término en la práctica docente, dejando entrever su uso y la viabilidad en la educación con y a través de medios virtuales, además de las exigencias que debe asumir la educación superior en la preparación de los docentes en la enseñanza y el aprendizaje.
Pedagogical and teaching practices have their justification in pedagogy and in the conceptions that teachers perform in teaching-learning, as well as the didactic practices are anchored in the general didactics and in the specific ones according to the area and the how it is required to transmit. In this last aspect this research is stopped to reflect and analyze how teaching is carried out in the virtual mode at the higher level of education.It is proposed as an object of study to identify the beliefs and perceptions that higher education teachers have about general and specific didactics, For this reason we start from the guiding question How close is the university education teacher to the didactic practice? , Has the teaching-learning process in university areas remained in facts of teaching practice with a transmissionist tendency despite advances in digital technological resources for education?An open survey was applied -through virtual mediation- to virtual education teachers from different areas of knowledge, whose academic training is not pedagogical. This allowed us to identify the concept of didactics that they possess and the relevance of the term in teaching practice, showing its use and viability in education with and through virtual means, in addition to the requirements of higher education in the preparation of teachers in teaching and learning.
Pedagogical and teaching practices have their justification in pedagogy and in the conceptions that teachers perform in teaching-learning, as well as the didactic practices are anchored in the general didactics and in the specific ones according to the area and the how it is required to transmit. In this last aspect this research is stopped to reflect and analyze how teaching is carried out in the virtual mode at the higher level of education.It is proposed as an object of study to identify the beliefs and perceptions that higher education teachers have about general and specific didactics, For this reason we start from the guiding question How close is the university education teacher to the didactic practice? , Has the teaching-learning process in university areas remained in facts of teaching practice with a transmissionist tendency despite advances in digital technological resources for education?An open survey was applied -through virtual mediation- to virtual education teachers from different areas of knowledge, whose academic training is not pedagogical. This allowed us to identify the concept of didactics that they possess and the relevance of the term in teaching practice, showing its use and viability in education with and through virtual means, in addition to the requirements of higher education in the preparation of teachers in teaching and learning.
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General didactics, Virtual didactics, Specific didactic, Teaching practice, Didáctica general, Didáctica virtual, Didáctica específica, Práctica docente
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