Herramientas pedagógicas para la enseñanza universitaria
The research underpinning this text focused on describing the pedagogical tools available to teachers for higher education training, within the framework of professional training in speech-language pathology. This document is expected to foster reflective practice on teaching and professional action...
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| Hauptverfasser: | , , |
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| Format: | Online |
| Sprache: | Spanisch |
| Veröffentlicht: |
Universidad Santiago de Cali
2025
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| Schlagworte: | |
| Online-Zugang: | https://directory.doabooks.org/handle/20.500.12854/168860 |
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| Zusammenfassung: | The research underpinning this text focused on describing the pedagogical tools available to teachers for higher education training, within the framework of professional training in speech-language pathology. This document is expected to foster reflective practice on teaching and professional action in light of pedagogical knowledge.
The study is qualitative, descriptive, and cross-sectional. It employed two purposive and census samples: documentary and population-based. The documentary sample consisted of the Speech-Language Pathology Professional Practice course syllabi from January 2018 to April 2019, while the population-based sample comprised the accounts of 18 individuals affiliated with the university under study as faculty members. Eight categories and seven subcategories of analysis were considered. The results showed that teachers primarily use pedagogical tools related to their professional knowledge and the use of equipment and activities in professional settings, which shows that they prioritize both their professional experience and the use of opportunities offered by Professional Practice settings, which enhance a constant exercise of exploration, inquiry, and research in the student. |
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