ESTILOS DE ENSEÑANZA: CONCEPTUALIZACIÓN E INVESTIGACIÓN. (EN FUNCIÓN DE LOS ESTILOS DE APRENDIZAJE DE ALONSO, GALLEGO Y HONEY)
DOI:
https://doi.org/10.55777/rea.v2i3.874Keywords:
enseñan, aprendizaje, estilos de enseñanza, estilos de aprendizajeAbstract
RESUMEN:
Los Estilos de Enseñanza, desde la perspectiva desde que los abordamos son considerados cómo “categorías de comportamientos de enseñanza que favorecen cada uno de los Estilos de Aprendizaje.” que a su vez son asiento fundamental donde se hacen visibles algunas de las intencionalidades del proceso de enseñanza-aprendizaje .Es, en este marco conceptual, donde se ha desarrollado la investigación para determinar los Estilos de Enseñanza de los docentes de Secundaria que ha requerido el diseño y aplicación de un instrumento que sirviese para avanzar en su diagnóstico y conocimiento. Las propuestas, marco teórico e investigación, como innovadoras, son quizá incompletas e imperfectas, pero estos adjetivos las otorga, desde una crítica constructiva, el reto de complementarlas, mejorarlas y avanzar en la relación y mayor ajuste entre la enseñanza y el aprendizaje.
TEACHING STYLES: CONCEPTUALIZATION AND INVESTIGATION
(ACCORDING TO THE LEARNING STYLES BY ALONSO, GALLEGO & HONEY)
SUMMARY:
The Teaching Styles, in the sense we are considering here, could be defined as “categories of teaching behaviours that promote every single Learning Style”, which are in turn the bases settling and making evident some intentions in the teaching and learning process. Our research has been developed in this particular conceptual framework in order to determine the Teaching Styles among Secondary teachers. Research has recquired the design and application of the suitable instrument for the diagnosis and knowledge of the said Teaching Styles. The proposals, both theoretical framework and research, might be seen as incomplete and flawed but, constructively speaking, these two adjectives also imply a new challenge to complement them, improve them and progress in the relation and better balance between teaching and learning.
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