Libros académicos

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https://repositorio.uc.cl/handle/11534/3300
Esta colección incluye libros publicados por profesores de la Pontificia Universidad Católica de Chile.

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Browsing Libros académicos by browse.metadata.categoriaods "04 Educación de calidad"

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    From privilege to differentiation. International students' class reworkings
    (Taylor and Francis, 2023) Muñoz García, Ana Luisa; Yu, Teya
    Based on two qualitative studies on international student mobility from China and Chile in the United States, this article reflects on the process of reworking social class within internationalisation. As scholars researching international students/academic mobility and reflecting on our internationalisation process, we analyse how social class moves across borders and back again and how our lived experiences shaped our research themes. Using insights from the sociology of education, Whiteness, and decolonial studies, we argue that social class positioning moves with the space where people are from and is embedded with racialised constructions of people and places, tensioning the naturalised idea that internationalisation allows people to move up. To move towards a complex understanding of the experiences of international students/academics, research with international students needs to rethink linear understandings about where people start, where they move to, and where they end up. Reflections in this article raised questions about the ways class privilege is negotiated and/or used as a differentiation marker in both spaces, the native country Chile and China and the United States.
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    Science Teaching and a new teacher culture
    (Springer Cham, 2024) Quintanilla Gatica, Mario R.; Adúriz-Bravo, Agustín
    This edited volume discusses various epistemological positions about science teaching and the complex processes of understanding and learning in the classroom. Including discussions around Natural Sciences teacher training models, as well as the development of logics of reflection on practice based on critical and dialogic interpretative visions guiding higher level competency learning. It brings together contributions from researchers promoting a coherent and robust methodological analysis, theoretically based on the systematization of evidence in different contexts within Europe and Latin America. While supporting innovation in teacher training and science teaching, it offers specific contributions and suggestions for classroom work in the subjects of Physics, Chemistry and Biology. It includes didactic guidelines for experimental practices, for the evaluation of scientific learning, as well as for the use of epistemology and the history of science in teaching. In addition, it’s considered an important contribution to the challenge of rebuilding science education programs as well as its correct implementation in schools and universities. This book is a translation of an original Spanish publication. The translation was done with the help of artificial intelligence (machine translation by the service DeepL.com). A subsequent human revision was done primarily in terms of content, so that the book will read stylistically differently from a conventional translation.