Aproximaciones a un modelo de formación profesional

Authors

  • María Peralta Lino Universidad Femenina del Sagrado Corazón

DOI:

https://doi.org/10.33539/educacion.2012.n18.997

Keywords:

Educative model, informative process, cognitive capacities, model of professional training

Abstract

The present article describes the interest for the learning process model as a
thought expression and academic community’s projection, in the meaning and
content of the scientific framework that provides meaning and value. Relates
theoretical positions that validate the importance of the approximate model vi sion
that guides the progressive development of knowledge in the intercultural practice
of the teaching at the University. Include referents to Santa Magdalena Sofia Barat
about the Pedagogical Model Guiding role in the formation of intellectual values
and cognitive abilities, which confirm the impact on the culture of educational
institutions in contexts of complexity. Finally, mobilizes action lines derived from
the importance of vision as a guiding force of the model in professional training,
which, according to Gimeno Sacristán (1988), is the conceptual, symbolic, indirect,
schematic, partial, selective representation of that reality.

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Author Biography

María Peralta Lino, Universidad Femenina del Sagrado Corazón

Magíster en Tecnología Educativa y con estudios
concluidos de Doctorado en Educación. Es Decana
de la Facultad de Ciencias de la Educación y ha sido
Directora del Programa Académico de Educación
Inicial de la UNIFÉ, docente en la Universidad
Femenina del Sagrado Corazón, en la Universidad
de San Ignacio de Loyola, en la Universidad
Nacional José Faustino Sánchez Carrión de la
ciudad de Huacho. Además es consultora nacional,
capacitadora en diferentes contextos académicos
en las ciudades de Lima, Trujillo, Huacho, Piura,
Chimbote, Cerro de Pasco y Puno. 

Published

2012-12-01

How to Cite

Peralta Lino, M. (2012). Aproximaciones a un modelo de formación profesional. Educación, (18), 11–14. https://doi.org/10.33539/educacion.2012.n18.997