La enseñanza auténtica de competencias profesionales. Un proyecto de aprendizaje recíproco instituto-universidad

Carles Monereo*, Sonia Sànchez-Busqués, Núria Suné

*Autor correspondiente de este trabajo

Producción científica: Artículo en revista indizadaArtículorevisión exhaustiva

12 Citas (Scopus)

Resumen

The present investigation is part of a project of teaching innovation-ARCPRO-consisting in the reciprocal promotion of professional competences between psychology students at the Autonomous University of Barcelona and teachers in two high schools. The study starts from a design in which three experimental conditions are compared: real advising with notes (students play the role of advisor and they can use their notes during the individual evaluation test), real advising without notes and virtual advising (on the basis of the simulation of a real situation through a LMS Moodle). The results indicate that teaching based on authenticity criteria promotes the acquisition of professional competencies for both, university students and high school teachers, which was very motivating for all participants. The advantages of the use of a virtual platform, the use of notes and their consequences are also discussed.

Título traducido de la contribuciónThe authentic teaching of professional competencies. A project of reciprocal learning secondary school-university
Idioma originalEspañol
Páginas (desde-hasta)79-101
Número de páginas23
PublicaciónProfesorado
Volumen16
N.º1
EstadoPublicada - ene 2012
Publicado de forma externa

Palabras clave

  • Authentic learning
  • Professional competences
  • Psycho-educational advising
  • Virtual environment

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