Connected Leaning as systemic practice for teacher professional-development processes: a case study based on a combination of complex teaching strategies
Abstract
Keywords
Full Text:
PDF (Español) EPUB (Español) HTML (Español) XML (Español)References
Álvarez, J. F., y Gisbert, M. (2015). Grado de alfabetización informacional del profesorado de Secundaria en España: Creencias y autopercepciones, Information Literacy Grade of Secondary School Teachers in Spain - Beliefs and Self-Perceptions. Comunicar: Revista Científica de Comunicación y Educación, 23(45), 187–194. https://doi.org/10.3916/C45 -2015-20
Benito, B. D., y Salinas, J. (2016). La Investigación Basada en Diseño en Tecnología Educativa. La investigación basada en diseño en Tecnología Educativa(0). https://doi.org/10.6018/ riite2016/260631
Castañeda, L., y García-Diaz, J. A. (2020). ESSENCE: Recursos y herramientas digitales para la evaluación de competencias transversales. Congreso Internacional EDUTEC 2020, 27- 30 de octubre, Málaga (Vol. 2020). UMA. Descargado de http://hdl.handle.net/10201/ 97806
Castañeda, L., Salinas, J., y Adell, J. (2020). Hacia una visión contemporánea de la Tecnología Educativa. Digital Education Review, 0(37), 240–268. https://dx.doi.org/10.1344/der.2020 .37.240-268
Dabbagh, N., y Castañeda, L. (2020). The PLE as a framework for developing agency in lifelong learning. Educational Technology Research and Development(68), 3041–3055. https://doi.org/10.1007/s11423-020-09831-z
European-Commission. (2013). Entrepreneurship 2020 Action Plan: Reigniting the entrepreneurial spirit in Europe. Descargado de https://eur-lex.europa.eu/legal-content/ EN/TXT/?uri=celex%3A52012DC0795
European-Commission. (2019). Structural indicators for monitoring education and training systems in Europe 2019: Overview of major reforms since 2015. [Euridyce Report]. . Descargado de https://data.europa.eu/doi/10.2797/256641
European-Union. (2016). Una nueva agenda de capacidades para Europa. Descargado de https://eur-lex.europa.eu/legal-content/ES/TXT/PDF/?uri=CELEX: 52016DC0381&from=EN
European-Union. (2018). Key Competences for Lifelong Learning (Anex) [Proposal for a Council Recommendation]. Descargado de https://ec.europa.eu/education/sites/education/files/ annex-recommendation-key-competences-lifelong-learning.pdf
Fiet, J. O. (2001). The theoretical side of teaching entrepreneurship. Journal of Business Venturing, 16(1), 1–24. https://dx.doi.org/10.1016/s0883-9026(99)00041-5
Goodyear, P., y Carvalho, L. (2014). Framing the Analysis of Learning Network. London: Routledge.
Heimerl, F., Lohmann, S., Lange, S., y Ertl, T. (2014). Word Cloud Explorer: Text Analytics Based on Word Clouds. 47th Hawaii International Conference on System Sciences (pp. 1833–1842). https://doi.org/10.1109/HICSS.2014.231
Henry, C., Hill, F., y Leitch, C. (2005). Entrepreneurship education and training: can entrepreneurship be taught? Part I. Education + Training, 47 , 98–111. https:// dx.doi.org/10.1108/00400910510586524
Hueros, A. D., Franco, M.-D. G., y Domínguez, C.-R. Y. (2017). Aportaciones de la formación blended learning al desarrollo profesional docente. RIED. Revista Iberoamericana de Educación a Distancia, 21(1), 155–155. https://dx.doi.org/10.5944/ried.21.1.19013
Jiang, Y., Ma, L., y Gao, L. (2016). Assessing teachers’ metacognition in teaching: The Teacher Metacognition Inventory. Teaching and Teacher Education, 59, 403–413. https://doi.org/ 10.1016/j.tate.2016.07.014
Johansen, V., y Schanke, T. (2013). Entrepreneurship Education in Secondary Education and Training. Scandinavian Journal of Educational Research, 57 (4), 357–368. https:// dx.doi.org/10.1080/00313831.2012.656280
Johansen, V., y Somby, H. M. (2016). Does the “Pupil Enterprise Programme” Influence Grades Among Pupils With Special Needs? Scandinavian Journal of Educational Research, 60(6), 736–745. https://dx.doi.org/10.1080/00313831.2015.1085894
NLEC. (2020). Networked Learning: Inviting Redefinition. Postdigital Science and Education. https://doi.org/10.1007/s42438-020-00167-8
Pagés-Costas, T., Sayós-Santigosa, R., Amador-Campos, J. A., González-Fernández, E., Marzo- Ruiz, L., y Mato-Ferré, M. (2016). Teacher training at theUniversity of Barcelona: satisfaction, transfer andimpact. @tic. revista d’innovació educativa(17), 41–48. https://dx.doi.org/10.7203/attic.17.9103
Shuster, M., Glazewski, K., y Villa, C. (2020). Design, Development, and Evaluation of a Teacher Workshop Enhanced with DNA Instructional Cases to Impact Content Knowledge and Confidence. The Interdisciplinary Journal of Problem-Based Learning, 14(1). Descargado de https://pubmed.ncbi.nlm.nih.gov/32788886/
Svihla, V., Kubik, T., y Stevens-Shauger, T. (2019). Performance Assessment Practice as Professional Learning. Interdisciplinary Journal of Problem-Based Learning, 13(2). https://dx.doi.org/10.7771/1541-5015.1812
Refbacks
- There are currently no refbacks.