Portafolio pdf diseño gráfico
En el sistema español de prácticas docentes los estudiantes perciben que, a pesar de cumplir con éxito su papel de mediadores y calificadores, los tutores universitarios no desempeñan una función formativa exitosa. El objetivo de este trabajo fue analizar las percepciones de los estudiantes tras su participación en un modelo de prácticum reflexivo en el que los tutores intentaron contribuir significativamente a la mejora de las competencias profesionales de sus alumnos. Para ello, se utilizó un sistema de andamiaje ad hoc basado en el modelado, las técnicas cooperativas y la evaluación formativa en un programa de formación de profesores de secundaria de postgrado. Posteriormente, los estudiantes respondieron a un cuestionario que incluía ítems sobre el apoyo de sus tutores universitarios en diversas prácticas reflexivas y sobre el propio procedimiento. Los resultados mostraron que, habiendo facilitado su reflexión, los estudiantes percibían a sus tutores universitarios como agentes formativos eficientes.
Los diferentes modelos de prácticas pre-profesionales que se desarrollan en la actualidad tienen como objetivo conseguir la integración del saber disciplinar de las materias de los grados y posgrados correspondientes, el conocimiento metodológico de las mismas y la práctica profesional. Uno de los modelos más valorados es el reflexivo, que considera la reflexión sobre la praxis como el detonante más valioso del aprendizaje del profesional en prácticas. Este se implica en una experiencia vicaria o real, por observación o intervención, y, tras un ejercicio de introspección, inicia un periodo de generalización y preparación para la próxima práctica (Zabalza, 2011).
How to make an English portfolio
Studying Philosophy at Universidad del Rosario opens up the possibilities to immerse yourself in the study of conceptual frameworks. With these skills you will be able to enter into critical dialogue with other disciplinary matrixes either in the field of social and human sciences or in the field of natural and formal sciences.
You will also be able to use these skills to contribute to the reading and interpretation of national and international reality. The training you will receive in philosophy with an open humanistic spirit will encourage you to be an active subject in the dynamics of transformation of reality, placing ethical responsibility with the natural and social environment.
Our program goes beyond the classroom. We offer you a multiplicity of methodologies in which you will nourish yourself with knowledge through interaction with professors and experts who will help you in your formation.
Our Philosophy curriculum offers a basic cycle with the School of Human Sciences and a professional cycle structured around four areas: philosophical tradition, philosophy and knowledge, practical philosophy, and aesthetics.
How to make a student portfolio
The portfolio is a learning and evaluation system that allows to collect a set of evidences of the learning process and of what has been learned, as a result of different activities carried out by the student. Essentially, it consists of: a set of author documents (a container of different documents or elaborations), distributed by sections.
First phase (face-to-face): presentation of the student’s portfolio in the context of the new paradigm of Higher Education. Presentation of examples of innovative experiences with portfolios. Cooperative work on the construction of a portfolio.
How to make a digital portfolio
A student e-portfolio is a systematic collection of student work and related material that represents a student’s activities, accomplishments, and achievements in one or more subjects. The collection should include evidence of student reflection and self-assessment, guidelines for selecting portfolio content, and criteria for judging the quality of the work. The goal is to help students assemble portfolios that showcase their talents, represent their abilities to write, and tell their stories of school success… (Venn, 2000, pp five hundred thirty-five hundred thirty-one).
Process and product portfolios represent the two main types of portfolios. A process portfolio documents the stages of learning and provides a progressive record of student growth. A product portfolio demonstrates mastery of a learning task or set of learning objectives and contains only the best work … Teachers use process portfolios to help students identify learning goals, document progress over time, and demonstrate mastery of learning … In general, teachers prefer to use process portfolios because they are ideal for documenting the stages students go through as they learn and progress (de Venn, 2000, p. 533).
