| Revista: | Revista Ethos venezolana |
| Base de datos: | CLASE |
| Número de sistema: | 000436021 |
| ISSN: | 1856-9862 |
| Autores: | González, Nelia1 Zabala, Carmen1 Chávez, Sila2 |
| Instituciones: | 1Universidad del Zulia, Maracaibo, Zulia. Venezuela 2Universidad Dr. Rafael Belloso Chacín, Maracaibo, Zulia. Venezuela |
| Año: | 2014 |
| Periodo: | Jul-Dic |
| Volumen: | 6 |
| Número: | 2 |
| Paginación: | 139-149 |
| País: | Venezuela |
| Idioma: | Español |
| Tipo de documento: | Artículo |
| Enfoque: | Analítico |
| Resumen en inglés | Purpose of this study was to validate methodological guidelines for teacher training under the systemic pedagogy approach. It is the result of action-reflection research with professional practice students in the Integral Education major at the School of Humanities and Education, University of Zulia (LUZ). Theoretical underpinnings are the postulates of Hellinger (2012) and Olvera (2012), in terms of systemic pedagogy. The research itinerary was the action-reflection research method of Fiorenza and Nardone (2004) and investigative constructive interaction of González (2007). Results showed enthusiasm, motivation for participation by the students and professors and interpretive and theoretical validation with a focus on systemic pedagogy. Key words: methodological guidelines, teacher training, systemic pedagogy |
| Disciplinas: | Educación |
| Palabras clave: | Pedagogía, Formación docente, Hellinger, Bert, Enseñanza-aprendizaje, Filosofía de la educación, Sociología de la educación |
| Texto completo: | Texto completo (Ver PDF) |
