Research in Education: Teacher Training Issues

$95.00

Fernando Córdova Lepe, Ph.D. (Editor)
Universidad Catolica del Maule, Talca, Chile
Héctor Rojas Castro (Editor)
Universidad Catolica del Maule, Talca, Chile

Series: Education in a Competitive and Globalizing World
BISAC: EDU044000

At a global level, governmental and public institutions are making, through performance improvement plans, concerted efforts to meet the needs of their education systems in certain key areas by looking for relevance and efficiency. One of these key areas is related to academic training programs targetted at teachers and professors. In this respect, special attention is being devoted to the tertiary education level (also referred to as the “third stage” or “postsecondary education”).

Teacher training for primary and secondary levels are included in the main focus of the Training of Trainers procedure, which refers to providing new trainers with the background knowledge, skills and practical experience to enhance their role. This book includes varied research articles associated to the initial training of teachers in a wide range of areas and developed by groups of researchers linked to one of the abovementioned plans in a Chilean university. It is a small sample of the results that have facilitated these types of initiatives as well as the establishment of stable and cooperative research nuclei of work in areas such as educational vulnerability; family, school and community; citizen education; and even didactic strategies applied to science and mathematics.
(Imprint: Nova)

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Table of Contents

Table of Contents

Preface

Chapter 1. Initial Physical Education Teacher Training Based on Competences: A Chilean Experience
(Ricardo Souza de Carvalho, Marcelo Castillo Retamal, Angelica Torrealba Campos and Franklin Castillo Retamal, Department of Physical Activity Sciences, Universidad Católica del Maule, Talca, Chile)

Chapter 2. Didactics of Language and Literature: Modeling Practices for Spanish Language Teachers
(Giselle Bahamondes Quezada and Carolina Merino Risopatrón, Faculty of Education Sciences, Universidad Católica del Maule, Talca, Chile)

Chapter 3. Mathematical Modeling in Initial Teacher Training: An Epistemological Analysis
(Karina Vilches Ponce, Daniela Soto Soto and Héctor Silva Crocci, Department of Mathematics, Physics and Statistics, Universidad Católica del Maule, Talca, Chile, and others)

Chapter 4. A Profile for Academic Teacher Trainers: Toward a Transformation Process by the Actors
(Ramiro Lobatón Patiño, Cristián Aguilar Correa and Gerardo Sánchez Sánchez, Faculty of Education Sciences, Universidad Católica del Maule, Talca, Chile)

Chapter 5. Talent Attraction Program in Pedagogy to Promote Pedagogical Vocation among Young People in the Maule Region
(Karen Gajardo Asbún and Caroll Schilling Lara, Faculty of Education Sciences, Universidad Católica del Maule, Talca, Chile)

Chapter 6. Academic Training for University Professors: A Contribution to the Academic Profile and Implementation of the Curriculum of the Universidad CatóLica Del Maule
(Claudio Cerón Urzúa, Department of Principles of Education, Faculty of Education Sciences, Universidad Católica del Maule)

Chapter 7. Learning Styles and Effects of School Facilities: Relations and Findings in Two Schools in the Maule Region (Chile)
(Sandra Araya, Paula Espinoza and Jorge Alarcón, Department of Biology and Chemistry, Universidad Católica del Maule, Talca, Chile, and others)

Chapter 8. On Measures of Central Tendency and Dispersion: Formal Analogies in Statistics
(Fernando Córdova-Lepe and Héctor Rojas-Castro, Department of Mathematics, Physics and Statistics, Universidad Católica del Maule, Talca, Chile)

Index

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