Open University in Postcovid-19 Periods. Collaborative Experience in Teacher Training: Case Study

Open University in Postcovid-19 Periods. Collaborative Experience in Teacher Training: Case Study

Detalles Bibliográficos
Autores principales: Ortí-Martínez, José Antonio, González-Ortiz, Juan José, Burgueño-López, Jorge
Formato: Online
Idioma:spa
eng
por
Publicado: Universidad Nacional, Costa Rica 2023
Acceso en línea:https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15843
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institution Universidad Nacional de Costa Rica
collection Revista Electrónica Educare
language spa
eng
por
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author Ortí-Martínez, José Antonio
González-Ortiz, Juan José
Burgueño-López, Jorge
spellingShingle Ortí-Martínez, José Antonio
González-Ortiz, Juan José
Burgueño-López, Jorge
Open University in Postcovid-19 Periods. Collaborative Experience in Teacher Training: Case Study
author_facet Ortí-Martínez, José Antonio
González-Ortiz, Juan José
Burgueño-López, Jorge
author_sort Ortí-Martínez, José Antonio
title Open University in Postcovid-19 Periods. Collaborative Experience in Teacher Training: Case Study
title_short Open University in Postcovid-19 Periods. Collaborative Experience in Teacher Training: Case Study
title_full Open University in Postcovid-19 Periods. Collaborative Experience in Teacher Training: Case Study
title_fullStr Open University in Postcovid-19 Periods. Collaborative Experience in Teacher Training: Case Study
title_full_unstemmed Open University in Postcovid-19 Periods. Collaborative Experience in Teacher Training: Case Study
title_sort open university in postcovid-19 periods. collaborative experience in teacher training: case study
title_alt Universidad abierta en periodos POSTCOVID-19. Experiencia colaborativa en la formación de maestras: Estudio de caso
Universidade aberta em períodos POSTCOVID-19. Experiência colaborativa na formação de professores: estudo de caso
publisher Universidad Nacional, Costa Rica
publishDate 2023
url https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15843
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spelling EDUCARE158432023-12-31T00:08:37Z Open University in Postcovid-19 Periods. Collaborative Experience in Teacher Training: Case Study Universidad abierta en periodos POSTCOVID-19. Experiencia colaborativa en la formación de maestras: Estudio de caso Universidade aberta em períodos POSTCOVID-19. Experiência colaborativa na formação de professores: estudo de caso Ortí-Martínez, José Antonio González-Ortiz, Juan José Burgueño-López, Jorge Teaching method innovations teaching methods open universities social media Innovación pedagógica método de enseñanza redes sociales universidad abierta Inovação pedagógica método de ensino universidade aberta redes sociais Introduction. This article presents the educational innovation project #educalabEDU and its subsequent results. Objective. This article (financed in an internal call by the Catholic University of Murcia) aims to develop 3.0 educational scenarios as a response to postCOVID-19 periods and link university teaching with professional practice in Early Childhood and Primary Education degrees at San Antonio Catholic University of Murcia and Comillas Pontifical University in Madrid. Methodology. This is an educational research project based on the results obtained from a questionnaire administered to 59 university students who participated in an educational innovation project. The project focuses on the educational use of the social network Twitter and collaborative learning among students. Direct contact with education professionals is encouraged through different sessions in the mentioned social network. Information is investigated and organized cooperatively. The project ends with developing an educational, social laboratory that puts future teachers in dialogue with experienced teachers. Results. The main results show high participation and motivation in the working methodology. The participating students say that the link between society and the university has been strengthened, promoting contact between students of different natures and origins. Conclusions. The conclusions show that a reciprocal communication space has been established, in which students and teachers with extensive professional experience have been able to share knowledge, reflections, and all kinds of didactic materials, resulting in a beneficial proposal for dialogical learning in the face of the pandemic. Introducción. Este artículo presenta el proyecto de innovación educativa #educalabEDU, y sus posteriores resultados. Objetivo. El objetivo del presente artículo (financiado en convocatoria interna por la Universidad Católica de Murcia) es desarrollar escenarios educativos 3.0 como respuesta a períodos POSTCOVID-19 y vincular la docencia universitaria con la práctica profesional en los grados de Educación Infantil y Primaria en las Universidades Católica San Antonio de Murcia y Pontificia Comillas en Madrid. Metodología. Se trata de una investigación educativa basada en los resultados obtenidos a partir de un cuestionario pasado a 59 estudiantes de la universidad que participaron en un proyecto de innovación educativa. El proyecto se centra en el uso educativo de la red social Twitter y el aprendizaje colaborativo entre estudiantes. Se fomenta el contacto directo con profesionales de la educación a través de diferentes sesiones en dicha red social, se investiga y se organiza la información de manera cooperativa y finaliza el proyecto con el desarrollo de un laboratorio social educativo que pone en diálogo a los futuros maestros y futuras maestras con docentes de experiencia contrastada. Resultados. Los principales resultados arrojan una alta participación y motivación ante la metodología de trabajo, el alumnado participante manifiesta que se ha fortalecido el nexo de unión entre la sociedad y la propia universidad, se fomenta el contacto entre estudiantes de diferente índole y origen. Conclusiones. Apuntan a que se ha establecido un espacio de comunicación recíproco en el que el estudiantado y profesorado, con dilatada experiencia profesional, han podido compartir conocimientos, reflexiones y todo tipo de materiales didácticos. Resultó esta una propuesta beneficiosa de aprendizaje dialógico ante la situación pandémica. Introdução. Este artigo apresenta o projeto de inovação educacional #educalabEDU e seus resultados posteriores. Objetivo. O objetivo deste artigo (financiado por uma chamada interna da Universidade Católica de Múrcia) é desenvolver cenários educacionais 3.0 em resposta aos períodos POSTCOVID-19 e vincular o ensino universitário à prática profissional nos graus de Educação Infantil e Primária da Escola Católica nas universidades San Antônio de Múrcia e Pontifícia Comillas em Madrid. Metodologia. Trata-se de uma pesquisa educacional baseada nos resultados obtidos a partir de um questionário aplicado a 59 universitários que participaram de um projeto de inovação educacional. O projeto tem como foco o uso educacional da rede social Twitter e a aprendizagem colaborativa entre os estudantes. O contacto direto com os profissionais da educação é incentivado através de diferentes sessões na referida rede social, a informação é pesquisada e organizada de forma cooperativa, finalizando o projeto com o desenvolvimento de um laboratório social educativo que junta futuros professores e professores com professores de experiência comprovada. Resultados. Os principais resultados mostram uma elevada participação e motivação perante a metodologia de trabalho, os estudantes participantes afirmam que o vínculo entre a sociedade e a própria universidade tem sido fortalecido, promovendo o contacto entre alunos de diferentes naturezas e proveniências. Conclusões. Sugerem que foi estabelecido um espaço de comunicação recíproca no qual estudantes e professores, com ampla experiência profissional, puderam compartilhar conhecimentos, reflexões e todo tipo de material didático, sendo esta uma proposta proveitosa para a aprendizagem dialógica diante da situação de pandemia. Universidad Nacional, Costa Rica 2023-02-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion journal article artículo artigo text/html application/epub+zip application/pdf application/xml audio/mpeg audio/mpeg audio/mpeg https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15843 10.15359/ree.27-2.15843 Revista Electrónica Educare; Vol. 27 No. 2 (2023): Revista Electrónica Educare (May-August); 1-17 Revista Electrónica Educare; Vol. 27 Núm. 2 (2023): Revista Electrónica Educare (mayo-agosto); 1-17 Revista Electrónica Educare; v. 27 n. 2 (2023): Revista Electrónica Educare (maio-agosto); 1-17 1409-4258 spa eng por https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15843/27605 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15843/27606 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15843/27493 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15843/29955 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15843/27607 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15843/27608 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/15843/27609 Copyright (c) 2023 Shared by Journal and Authors

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