{"id":29069,"date":"2004-08-03T00:00:00","date_gmt":"2004-08-03T00:00:00","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/concepciones-del-aprendizaje-de-los-profesores\/"},"modified":"2004-08-03T00:00:00","modified_gmt":"2004-08-03T00:00:00","slug":"concepciones-del-aprendizaje-de-los-profesores","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/concepciones-del-aprendizaje-de-los-profesores\/","title":{"rendered":"Concepciones del aprendizaje de los profesores"},"content":{"rendered":"<h2>Tesis doctoral de <strong> Manuel Pintor Garc\u00eda <\/strong><\/h2>\n<p>La principal pretensi\u00f3n del estudio es describir las concepciones generales y espec\u00edficas que los profesores mantienen acerca de su propio aprendizaje, as\u00ed como su relaci\u00f3n con sus pr\u00e1cticas docentes y tambi\u00e9n otros constructos, como sus creencias epistemol\u00f3gicas, sus estrategias cognitivas y metacognitivas y su referencia a los valores.  en coherencia con el objetivo de construcci\u00f3n procesual de significados y relaciones, se ha optado por una metodolog\u00eda cualitativa, que no excluye el uso adecuado de los procedimientos estad\u00edsticos, especialmente el an\u00e1lisis de conglomerados, las tablas de contingencia y la regresi\u00f3n log\u00edstica. el instrumento de recogida de datos ha sido la entrevista semiestructurada. la muestra se compone de 54 profesores, procedentes de 3 universidades, 10 institutos de educaci\u00f3n secundaria; expertos y noveles; de 24 especialidades universitarias diferentes. La obtenci\u00f3n y codificaci\u00f3n de los datos cualitativos se bas\u00f3 en la fenomenograf\u00eda (marton, 1981) y la teor\u00eda fundamentada de glaser y strauss (strauss y corb\u00edn, 1990). Para la validaci\u00f3n interjueces de la codificaci\u00f3n se utiliz\u00f3 el \u00edndice de hambleton-rovinelli (1984).  partimos de greeno, collins y resnick (1995), que consideran 3 modelos de concepciones del aprendizaje: empirista-conductual, cognitivo y sociohist\u00f3rico-situado; tambi\u00e9n del modelo evolutivo de nyquist y wulf (en gilbert y gibbs, 1998), y de las fases de kember (1997), entre otros. En el marco te\u00f3rico constructivista realizamos nuestra propuesta, de la que sintetizamos algunas l\u00edneas, subrayando su convergencia con las fuentes consultadas.  hemos podido encontrar que los tres modelos se desdoblan en los siguientes pares de concepciones espec\u00edficas del aprendizaje: ejercicio y verificaci\u00f3n, dentro del a concepci\u00f3n empirista; enriquecimiento conceptual y reestructuraci\u00f3n cognitiva, dentro de la concepci\u00f3n cognitivo-constructivista; acci\u00f3n e interacci\u00f3n y multipers<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>Concepciones del aprendizaje de los profesores<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 Concepciones del aprendizaje de los profesores <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Manuel Pintor Garc\u00eda <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Aut\u00f3noma de Madrid<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 08\/03\/2004<\/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>Carmen Vizcarro Guarch<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: Marta (secretario) Gimenez dasi <\/li>\n<li>Mar\u00eda  Elena Mart\u00edn ortega (vocal)<\/li>\n<li>Javier Ordo\u00f1ez rodriguez (vocal)<\/li>\n<li>  (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Manuel Pintor Garc\u00eda La principal pretensi\u00f3n del estudio es describir las concepciones generales y espec\u00edficas que los [&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 center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"footnotes":""},"categories":[1],"tags":[82426,13158,82425,43272,82427],"class_list":["post-29069","post","type-post","status-publish","format-standard","hentry","category-sin-categoria","tag-carmen-vizcarro-guarch","tag-javier-ordonez-rodriguez","tag-manuel-pintor-garcia","tag-maria-elena-martin-ortega","tag-marta-secretario-gimenez-dasi"],"_links":{"self":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts\/29069","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/comments?post=29069"}],"version-history":[{"count":0,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts\/29069\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/media?parent=29069"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/categories?post=29069"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/tags?post=29069"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}