ESTRATEGIAS PEDAGÓGICAS CON ENFOQUE CO-CONSTRUCTIVO PARA LA FORMACIÓN DE MAESTROS
Date
Journal Title
Journal ISSN
Volume Title
Publisher
Rev. Cien. Tec. In.
Abstract
El co - constructivismo implica un proceso de creación de determinados objetivos a cargo del individuo y la sociedad de manera colaborativa y en una relación de permanente interdependencia, por lo que en el presente artículo se discute el enfoque co - constructivista para el desarrollo de los procesos en la formación de maestros, donde los estudiantes se constituyen en individuos que se unifican directamente con su entorno social, y la comunidad educativa durante su proceso de formación profesional. Las indagaciones reflejan que docentes y estudiantes de las Escuelas Superiores de Formación de Maestros en Bolivia, reclaman la mejora de los procesos formativos con un enfoque que permita integrar el contexto con el conocimiento de manera constante, lo que orienta al planteamiento de estrategias pedagógicas co-constructivas para la mejora de los procesos formativos de los futuros maestros.
Co-constructivism implies a process of creating certain objectives made by the individual and society collaboratively and in a relationship of permanent interdependence, therefore, this article discusses the co - constructivist approach to the development of processes in teacher training, where students become individuals unified directly with their social environment and the educational community during their professional training process. Inquiries show that teachers and students of Higher Schools for Teacher Training in Bolivia, demand the training processes improvement with an approach that allows integrating the context with knowledge on an ongoing basis, thus, it guides the approach of pedagogical co-constructive strategies for improving the formative processes of future teachers.
Co-constructivism implies a process of creating certain objectives made by the individual and society collaboratively and in a relationship of permanent interdependence, therefore, this article discusses the co - constructivist approach to the development of processes in teacher training, where students become individuals unified directly with their social environment and the educational community during their professional training process. Inquiries show that teachers and students of Higher Schools for Teacher Training in Bolivia, demand the training processes improvement with an approach that allows integrating the context with knowledge on an ongoing basis, thus, it guides the approach of pedagogical co-constructive strategies for improving the formative processes of future teachers.
Description
Vol. 19, No. 23