Social representations regarding the graduate profile of the differential education teaching course at Universidad Católica de Temuco, Chile, and its public social function

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datacite.alternateIdentifier.citationThe International Journal of Pedagogy and Curriculum, Vol. 25, N° 4, 45-55, 2018.
datacite.alternateIdentifier.doi10.18848/2327-7963/CGP/v25i04/45-55en_US
datacite.creatorVera Gajardo, Nathaly
datacite.creatorMüller Ferrés, Pablo
datacite.creatorFonseca, Trinidad
datacite.creatorLepe, Camila
datacite.creatorMillan, Anne-Marie
datacite.date2018
datacite.subjectEducación diferencialen_US
datacite.subjectFormación inicial docenteen_US
datacite.subjectRepresentación socialen_US
datacite.titleSocial representations regarding the graduate profile of the differential education teaching course at Universidad Católica de Temuco, Chile, and its public social functionen_US
dc.date.accessioned2019-12-10T18:54:49Z
dc.date.available2019-12-10T18:54:49Z
dc.description.abstractThe subject of the present article is to reveal the social representations (SR) of first-year students on the differential education course of a university in the Araucanía Region of Chile, with respect to their professional identity, to interpret them and compare them to the graduate profile of the course. We will also analyse the public social function of the course. The research subjects were first-year students on the course, and the data were collected using interviews and natural semantic networks; these techniques were applied to two participating groups. On the one hand, the results show that the subjects are conscious of the importance of the graduate profile, having greater knowledge about the general competences taught in the course than the specific, and relating the profile with their future role and not with the discipline; on the other, the students’ SR are constructed in their initial training in different areas, and the subjects state that the vision of the teaching team has an impact on their understanding of the graduate profile.en_US
dc.formatPDFen_US
dc.identifier.urihttp://repositoriodigital.uct.cl/handle/10925/2117
dc.language.isoenen_US
dc.sourceThe International Journal of Pedagogy and Curriculumen_US
dspace.entity.typePublication
oaire.resourceTypeArtículoen_US
uct.catalogadorpbcen_US
uct.comunidadEducaciónen_US
uct.indizacionSCOPUSen_US
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