{"id":115980,"date":"2014-02-07T00:00:00","date_gmt":"2014-02-07T00:00:00","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/iraupen-luzeko-irakasleriaren-garapenaren-inpaktu-mailak-kontzepzioetan-hezkuntza-hurbilketan-eta-kultura-instituzionalean\/"},"modified":"2014-02-07T00:00:00","modified_gmt":"2014-02-07T00:00:00","slug":"iraupen-luzeko-irakasleriaren-garapenaren-inpaktu-mailak-kontzepzioetan-hezkuntza-hurbilketan-eta-kultura-instituzionalean","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/preparacion-de-profesores\/iraupen-luzeko-irakasleriaren-garapenaren-inpaktu-mailak-kontzepzioetan-hezkuntza-hurbilketan-eta-kultura-instituzionalean\/","title":{"rendered":"Iraupen luzeko irakasleriaren garapenaren inpaktu-mailak: kontzepzioetan, hezkuntza hurbilketan eta kultura instituzionalean"},"content":{"rendered":"<h2>Tesis doctoral de <strong> Alba Madinabeitia Ezkurra <\/strong><\/h2>\n<p>Unibertsitateko irakasleriaren garapenaren (ig) kontzeptu konprentsibotik abiatuta, doktorego tesi honek garapen estrategia baten inpaktua du aztergai, hala maila indibidualean (kontzepzio eta hurbilketan) nola maila organizazional zein instituzionalean. Azterketa hau burutzeko metodolog\u00eda aktiboen (arazoetan, proiektuetan eta kasuetan oinarritutako ikaskuntza) garapenerako eragin programaren lehendabiziko promozioa hartuko da kasu gisa. Iraupen luzeko estrategiaren (350 ordu) bidez eta ko-mentoria taldeen funtzionamenduan oinarrituz, ikerlan enpirikoak ig-ak irakasleriaren ikas-irakaskuntza kontzepzioetan eta hurbilketan izandako inpaktuaz ageriko ebidentziak ematen ditu, baina baita ikas-irakaskuntzaren inguruan ikertzeko (scholarship of teaching and learning) eta irakaskuntza eremuetan liderra izateko gaitasunaz ere. Honako alderdiok aldaketa organizazionalean murgiltzen gaituzte eta curriculum hibridoaren pausokako gauzapenaren alde lan egiten dute.Partiendo de un concepto comprensivo del desarrollo docente en la universidad, esta tesis doctoral analiza el impacto de una estrategia de formaci\u00f3n tanto en los niveles individuales (concepciones y enfoques) como en los organizativos e institucionales, tomando como caso la primera promoci\u00f3n del programa eragin para desarrollo de metodolog\u00edas activas (m\u00e9todo de caso, aprendizaje basado en problemas y aprendizaje basado en proyectos) de ense\u00f1anza-aprendizaje. A trav\u00e9s de una estrategia larga en el tiempo (350 horas) y trabajando en grupos de co-mentor\u00eda, el estudio emp\u00edrico da evidencias del impacto de esta formaci\u00f3n en los conceptos sobre la ense\u00f1anza y el aprendizaje (e-a) de los docentes, en su enfoque pero tambi\u00e9n en la capacidad para investigar la docencia (scholarship of teaching and learning) o para liderar en \u00e1mbitos docentes, aspectos todos que nos introducen ya en el cambio organizativo y colaboran en la progresiva materializaci\u00f3n del curr\u00edculum h\u00edbrido.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>Iraupen luzeko irakasleriaren garapenaren inpaktu-mailak: kontzepzioetan, hezkuntza hurbilketan eta kultura instituzionalean<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 Iraupen luzeko irakasleriaren garapenaren inpaktu-mailak: kontzepzioetan, hezkuntza hurbilketan eta kultura instituzionalean <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Alba Madinabeitia Ezkurra <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Pa\u00eds vasco\/euskal herriko unibertsitatea<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 02\/07\/2014<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Clemente Lobato Fraile<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: Mar\u00eda itziar Alkorta idiakez <\/li>\n<li>Jorge  alfonso Gonzalez gonzalez (vocal)<\/li>\n<li>joan Ru\u00e9 domingo (vocal)<\/li>\n<li>Mar\u00eda m Bilbatua perez (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Alba Madinabeitia Ezkurra Unibertsitateko irakasleriaren garapenaren (ig) kontzeptu konprentsibotik abiatuta, doktorego tesi honek garapen estrategia baten inpaktua [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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