Evaluación del Programa Infancia: medición del aprendizaje docente, resultados e implicaciones para favorecer la transición y el desarrollo competencial del alumnado de 3-8 años en las Islas Canarias

  1. Pestano, Manuel 1
  2. Alegre, Olga María 1
  1. 1 Faculty of Education, University of La Laguna, Tenerife, Spain
Libro:
(R)COSTRUENDO LATINITA. Identità nazionali e transnazionali delle culture romanze. Approcci disciplinari e transdisciplinari

Editorial: Il mio libro. Gruppo Editoriale L´ ESPRESSO

ISBN: 9788892316188

Año de publicación: 2016

Páginas: 121-133

Tipo: Capítulo de Libro

GOOGLE SCHOLAR

Resumen

La presente investigación evaluativa del Programa Infancia propuesto por la Consejería de Educación, Cultura y Sostenibilidad del Gobierno de Canarias, recoge las opiniones de los docentes y coordinadores de dicho programa en los centros educativos que han participado en el mismo. Se pretende evaluar el programa de teleformación del profesorado para favorecer la transición y el desarrollo competencial del alumnado de 3 a 8 años, la coordinación interetapas y la adquisición de competencias básicas.

Referencias bibliográficas

  • ALEGRE, O.M. (2004). Atienda la Diversidad del Alumnado Universitario. En Villar, L.M. (coord). Programa para la Mejora de la Docencia Universitaria. Madrid: Pearson/Prentice Hall, 97-121.
  • BARFIELD, R.L. (2003). Students’ Perceptions of and Satisfation with Group Grades and the Group Experience in the College Classroom. Assessement of Evaluation in Higher Education, 28(4), 49-64.
  • BERNER, H. Y RICHTER, R. (2001). Accreditation of Degree Programmes in Germany. Quality in Higher Education, 7(3), 247-257.
  • BRISCOE, C. , & WELLS, E. (2002): “Reforming primary science assessment practices: A case study of one teacher's professional development through action research”. Science Education, 86(3): 417-435.
  • CARGILL, M. (2004). Transferable skills within research degrees: a collaborative genrebased approach to developing publication skills and its implications for research eduacation. Teaching in Higher Education, 9(1), 83-98.
  • Craig, Ch.J. (2007): “Illuminating qualities of knowledge communities in a portfolio-making context”. Teachers and Teaching, 13(6): 617-636.
  • ESQUIVEL L. A. (1995). Análisis de la tríada familia-escuela-sociedad: Un estudio comparativo. Revista" Educación y Ciencia", 4(12)
  • Fernsten, L., & Fernsten, J. (2005): “Portfolio assessment and reflection: enhancing learning through effective practice”. Reflective Practice, 6(2): 303-309.
  • FOLSOM, B. Y REARDON, R. (2003). College Career Courses: Desing and Accpuntability. Journal of Career Assessment, 11(4), 421-450.
  • GERAEDTS, H.P.A., MONYENAIRE, R. y VAN RIJB, P.P. (2001). The benefits or total quality manag-gement. Computerized Medical Imagin ang Graphics, 25, 217-220.
  • GO, F.M. y GOVERS, R. (2000). Integrated quality management for turist destinations: a Europeans 133 perspective on achieving competitiveness.Tourism Management, 21, 79-88.
  • GOLDSTEIN, G.S. y BENASSI, V.A. (2006). Students`and Instructors`Belifs About Excellent Lectures And Discussion Leaders. Research in Higher Education, 09 March (online).
  • GRANT, T. (2004). Assessing and Teaching Competence. Business Communication Quarterly, 67(4), 412-429.
  • HARMAN, G. (1998). The Management of Quality Assurance: A review of international practice. Higher Education Quarterly, 52(4), 345-364.
  • Ho, D.Ch.W. (2010): “Leadership for School Improvement: Exploring Factors and Practices in the Process of Curriculum Change”. Early Education & Development, 21(2): 263-284.
  • MARTINEZ M., C., Y RIOPÉREZ, L. N. (2005). El modelo de excelencia en la EFQM y su aplicación para la mejora de la calidad de los centros educativos. Educación, 21(8), 35-65.
  • MYFORD, C.M. y CLINE, F.A. (2001). Designing Assessement Instruments to Measure the Impact of Participation in Short- Term Educational Programs. Studies in Educational Evaluation, 27, 107-131.
  • TAM, M. (2001). Measuring Quality and Performance in Higher Education. Quality in Higher Education, 7 (1), 47-54.
  • VILLAR, L.M. y ALEGRE, O.M. (2004). Manual para la excelencia en la enseñanza superior. Madrid: McGraw- Hill.
  • WARN, J. Y TRANTER, P. (2001). Measuring Quality in Higher Education: a competency approach. Quality in Higher Education, 7(3), 191-198.
  • WESTERVELD, E. (2003) The Project Exellence Model: linking success criteria and critical success factors. International Journal of Project Management, 21, 411-418.