¿Qué habilidades debe desarrollar un futuro docente en su paso por la universidad?

, &
Human Review. International Humanities Review / Revista Internacional de Humanidades 11 (3):1-10 (2022)
  Copy   BIBTEX

Abstract

Se buscó identificar las habilidades que debe tener un buen docente desde la percepción de futuros profesores. Se analizaron 1047 respuestas de estudiantes de pedagogía al ingresar a la universidad los años 2021 y 2022. Los resultados arrojan que los futuros profesores consideran el desarrollo de la ética y responsabilidad, la empatía y el manejo del comportamiento de los estudiantes en la sala de clases como las habilidades más importantes a desarrollar en la universidad. Se concluye que tener habilidades para interactuar es más importante que el dominio conceptual para ser buen profesor según este grupo de futuros docentes.

Categories

Add categories

Keywords

Reprint years

DOI

10.37467/revhuman.v11.3836

Links

PhilArchive



    Upload a copy of this work     Papers currently archived: 91,963

External links

Setup an account with your affiliations in order to access resources via your University's proxy server

Through your library

My notes

Similar books and articles

Preservice mathematics teachers’ perceptions of mathematical problem solving and its teaching: A case from China.Peijie Jiang, Yong Zhang, Yanyun Jiang & Bin Xiong - 2022 - Frontiers in Psychology 13.
Preservice and Inservice Teachers' Noticing of Explicit Instruction for Self-Regulated Learning Strategies.Tova Michalsky - 2021 - Frontiers in Psychology 12.
Preservice science teachers reflect on their practicum experiences.Isil Koc - 2012 - Educational Studies 38 (1):31-38.
Characteristics of an effective development program for mentors of preservice teachers.David W. Denton & Jill Heiney-Smith - 2019 - Educational Studies 46 (3):337-351.
There’s more to teaching than instruction: seven strategies for dealing with the practical side of teaching.Steven E. Stemler, Julian G. Elliott, Elena L. Grigorenko & Robert J. Sternberg - 2006 - Educational Studies 32 (1):101-118.
Working the Waistcoat.Elvira K. Katić - 2012 - American Journal of Semiotics 28 (3-4):205-230.
An Investigation of Preservice Teachers’ Beliefs about the Certainty of Teaching Knowledge.Leila E. Ferguson & Jo Lunn Brownlee - 2018 - Australian Journal of Teaching Education 43 (1).
A Longitudinal Study of Change in Preservice Teachers’ Personal Epistemologies.Sue Walker, Jo Brownlee, Chrystal Whiteford, Beryl Exely & Annette Woods - unknown
How do teachers learn to manage classroom behaviour? A study of teachers' opinions about their initial training with special reference to classroom behaviour management.Frank Merrett & Kevin Wheldall - 1993 - Educational Studies 19 (1):91-106.
How Do Teachers Learn to Manage Classroom Behaviour? A study of teachers' opinions about their initial training with special reference to classroom behaviour management.Frank Merrett & Kevin Wheldall[1] - 1993 - Educational Studies 19 (1):91-106.
Working the Waistcoat.Elvira K. Katić - 2012 - American Journal of Semiotics 28 (3-4):205-230.
Teacher training: the role of universities and the Union of Czech mathematicians and physicists.Šárka Hošková-Mayerová - 2013 - Science and Philosophy 1 (2):135-142.
Teachers' personal epistemologies: evolving models for informing practice.Gregory J. Schraw, Jo Brownlee & Lori Olafson (eds.) - 2017 - Charlotte, NC: Information Age Publishing, Inc,..
Religion and Teaching.Ronald D. Anderson - 2007 - Routledge.
Teacher cognition in teaching intercultural communicative competence: A qualitative study on preservice Chinese language teachers in Hong Kong SAR, China.Yang Frank Gong, Chun Lai, Xuesong Gao, Guofang Li, Yingxue Huang & Lin Lin - 2022 - Frontiers in Psychology 13.

Analytics

Added to PP
2023-01-05

Downloads
6 (#1,462,063)

6 months
4 (#792,011)

Historical graph of downloads
How can I increase my downloads?

Citations of this work

No citations found.

Add more citations

References found in this work

No references found.

Add more references