Formative effects of the residential and intensive modality of teaching. Second Part

  • Anahi Mastache

Keywords:

formation, intensity, inter¬stitial spaces, formative impacts, condi¬tions of the task

Abstract

The Post-degree Title in Socio-Institu­tional Analysis and Animation, designed and coordinated by Lic. Lidia Fernandez, intended to form professors from Insti­tutes of Teaching so that they became “ex­tensionists”. The curricular design placed its emphasis on the work in intensive resi-dential laboratories. The “forced co-existence”, the accumulation of intensive working hours throughout the week, as well as the “intensity” of the time shared as a result of the high degree of personal involvement required by the task, allowed for the appearance and analysis of pecu­liar phenomena that produced formative effects of high interest. In the first part, I focused on the formative effects that these phenomena had had on the par­ticipants. In this second part, however, I am going to center the analysis on the im­pact of the same phenomena on the dy-namics of the coordinating team and on the conditions required for the perfor-mance of this task.

Downloads

Download data is not yet available.

Author Biography

Anahi Mastache

Profesora adjunta de Didáctica de Nivel Medio (FFyL-UBA). Investiga¬dora categoría III. Asesora externa del Proyecto PACENI (Secretaría de Asuntos Académicos-Rectorado-UBA). Asesora externa de la Direc¬ción de Calidad Educativa (FIUBA). Directora de proyectos de investiga¬ción acreditados. Autora de diversos artículos y trabajos, incluyendo el li¬bro Formar personas competentes. Áreas de trabajo: pedagogía de la for-mación, grupos e instituciones educa¬tivas, formación de docentes y forma¬dores. IICE-FFyL-UBA

Downloads

Published

2012-07-19

How to Cite

Mastache, A. (2012). Formative effects of the residential and intensive modality of teaching. Second Part. Praxis Educativa, 15(15), 118–126. Retrieved from https://ojs.unlpam.edu.ar/index.php/praxis/article/view/413

Issue

Vol. 15 No. 15 (2011): marzo 2011-febrero 2012

Section

Artículos

License

Copyright Notice

Editorial Committee Educational Praxis Magazine:
I hereby declare that I am the author of the article titled (article name), that it is original and my own and that it was not previously published in any other format or medium. I declare to know that the magazine will not charge me any type of fee under any circumstances, nor will I receive any type of monetary compensation If it were accepted for publication in Educational Praxis, I authorize the aforementioned magazine to publish it digitally and to advertise it on its social networks.
If the work is published, I adhere to the Creative Commons license called "Attribution - Non-Commercial Share Alike CC BY-NC-SA", through which it is allowed to copy, reproduce, distribute, publicly communicate the work and generate derivative works, as long as when the original author is cited and acknowledged. This license has been used since September 2018. In 2016 CC BY NC ND 4.0 was adhered to; and in the years 2017 and 2018 (January-August) CC BY NC 4.0.
This CC BY-NC-SA Share Alike license does not, however, permit commercial use of the work. As an author, the journal may establish additional agreements for the non-exclusive distribution of the version of the work published in the journal, it allows me to self-archive the published articles, in their post-print version, in institutional, thematic repositories, personal web pages or any other relevant use. with the recognition of having been first published in this journal.
Educational Praxis adheres to DORA (Declaration on Research Assessment)  signed in San Francisco, California, on December 16, 2012, and to the Declaration of Mexico (Joint Declaration LATINDEX - REDALYC - CLACSO - IBICT).