http://hdl.handle.net/10366/143073 2026-04-22T20:35:56Z http://hdl.handle.net/10366/71720 1992-11-12T00:00:00Z http://hdl.handle.net/10366/71719 1992-11-12T00:00:00Z http://hdl.handle.net/10366/71718 1992-11-12T00:00:00Z http://hdl.handle.net/10366/71717 This article corresponds to the report presented by the author in the III European Symposium of Educational Supervision, held in Benalmádena (Málaga), from March 30 to April 4, 1992. It deals with the necessity to establish some principles of definition of the Supervision, and a design of the training program for supervisors. This objective is basée upon a systemic understanding of Education, which results in an investigation about the functions, roles and skills required for the supervisors, in order to improve their consideration as professionals. Later on, the article analyzes the norms of the Educational Supervision in Spain, which permits to know the administrative requirements in this field. Finally, the union made up by the théorie model of Supervision and the description of the supervisor -required by the current Spanish educational policy-, is connected with the educational change encouraged in Spain. All this leads to the conclusion that the Supervision must have a set of competences in order to intervene efficiently and professionally in the so called educational reform. 1992-11-12T00:00:00Z http://hdl.handle.net/10366/71716 The purpose of this article is to examine and to estract of différents approaches and theoretical models about aging process, the more important outcomes for educative practice with regard to the educative participation of the older adults. The perspectives of différents approach such as biologic and behavioral perspective; Lifespan model; Disengagement theory; Activity theory; Subcultural theory; and Continuity theory are studied. Finally, the new gerontologies approaches concerning with relativization of the influence on educative participation factors age-asociated are discussed. 1992-11-12T00:00:00Z http://hdl.handle.net/10366/71715 In this paper, the necessity for a moral education in childhood and adolescence is emphasized, and an exposition of its basic guidelines is presented: the learning of social skills/competences throughout cooperative learning and self-government in the classroom; the use of moral dilemmas and the clarification of values; the establishment of a respectful and dialoguing atmosphere in the family. All these guidelines are presented as adequate resources for a moral education in childhood and adolescence. 1992-11-12T00:00:00Z http://hdl.handle.net/10366/71714 As a result of the complexity of the educational fact and the fast-changing society, the teaching profession has become a difficult task to carry out. Moreover, scholar institution is being strongly argued, and there is no social recognition of the trouble borne in being a teacher nowadays. By the analysis of these facts, some of the distinctive features of the teacher's social image in the present time are depicted. How that image can become upsetting for the bearing professionals is deduced. 1992-11-12T00:00:00Z http://hdl.handle.net/10366/71713 Among the multiple questions that arise from the practical application, both from the professional and research point of view, of the constructivist principles inspiring educational reform, there is one whose answer makes a difference in the orientation of both the theoretical analysis and practical functioning of the educational process. The question we are referring to is who is doing the constructing?. As opposed to the stances which would have the entire constructive activity fall on the internal control of the subject, the author defends the idea that there are different moments and spaces where constructive processes take place and there is always more than one constructor, which leads to the need for revising the concept of scaffolding. 1992-11-12T00:00:00Z http://hdl.handle.net/10366/71712 This paper focuses on the functional variable of educational content with an aim to analysing the incidence of said variable on the learning process and at the same time offer guidelines for its integration within the curricula. The question has been approached from a constructivist perspective, clearly revealing that learning to think requires the assimilation of metacognitive strategies and abilities regarding the processes of social interaction. Cognition, with affective and behaviour-related aspects composing its central core, is regarded as being the driving force behind said processes. The diadic relationships which occur within these processes affect all of those involved -teachers and pupils- creating a set series of responsibilities as regards establishing a relevant integration of «what» and «how» to teach and learn, a question which leads to an analysis of the double perspective from which said integration can be facilitated: - from the perspective of educational action, based on the «help» -conceptional and operational scaffolding- supplied by the teacher. - from the perspective of educational activity, based on the actions and operations carried out by the individual during his process of learning. In the of both perspectives, process «standards» are offered together with a compendium of educational techniques directed towards implementing three key aspects: the self-adjustment of learning, the construction of «meanings» and the «profound» processing of information. 1992-11-12T00:00:00Z http://hdl.handle.net/10366/71711 The first purpose of this study is to explore the main questions and topics connected with the recuperation of the «reflectivity» in education. Also, we pretend to inquiry into the most substantial aspects that accompany such recuperation in moments as live today, characterized by change and educational reform. Nowadays, the great emphasis in the notion of reflection has relation with the rise of qualitative research about the study of educational processes; without to forget the sharp load of situational and / or cultural factors in its treatment. Of course, this involve theoretical and methodological changes. On the other hand, we pay special attention to the process of reflection itself and some approaches post- Dewey. In the same way, we relate the topic with the professional education of teachers. Finally, the cognitive, critical, and narrative elements included in the process of reflection are traced and developed; considering a comprehensive framework of educational improvement for our time. 1992-11-12T00:00:00Z http://hdl.handle.net/10366/71710 Rationality manifests itself in different forms and rests on different principles, forms and principles which are irreducible among themselves. Each form tende to eliminate and absorb the others. In addition the forms carry within themselves exegetical and educational models. But if education is to be as fully complete as possible it cannot allow itself to be reduced. So the different forms of rationality state a fundamental educational problem: that of the specific relationship education mantains with each of them and that of the accomplishment which is necessary to establish among themselves. 1992-11-12T00:00:00Z http://hdl.handle.net/10366/71709 The concept of the environment has been paid special attention by the field of ecology and its study has been approached using analytical and explanatory criteria, while at the same time maintaining a protectionist attitude that is also in favour of a sustainable development. In this study the environment is taken as a perspective from which to study the Total Agent of educational processes. Using this approach, reasons were found for reconstructing the function of space in educational strategies, the role of the «outside » in institutional processes and the function of the complementary in curricular plans and designs. Intervention with respect to the enviroment, to situations, is constituted as a mechanism for promoting educational effects in subjects and a new field of responsabilities to be responded to culturally. 1992-11-12T00:00:00Z http://hdl.handle.net/10366/71708 Analysis of the denomination of the courses and programs offered at a large number of Spanish universities enabled the authors to identify the different types of internal configuration that the field of Theory of Education acquires at the different institutions, together with the multiple thematic focal points of interest for research and teaching at each university. Some of the problems inherent to the programming of course content are also dealt with. 1992-11-12T00:00:00Z http://hdl.handle.net/10366/71707 This paper establishes as types of knowledge in the Theory of education the scientific and ordinary knowledge. We consider discursive and reflexive dimensions in this area with other dimensions looking for a relationship between the theory and the practice in a circular pattern of doing knowledge in order to obtain the optimization of the efficacy in the pedagogical action. It frames different prior areas of study and research considering an analysis of the research in the Theory of education carried out in the period of 1989-1991 in Spain. We defend a kind of methodology that overcomes the limits of classic paradigms, it was found that it has a minimal intervention of the researcher, high levels of molarity, and preserving the maximum level of rigour and validity. 1992-11-12T00:00:00Z http://hdl.handle.net/10366/71706 In this article is established the Theory of Education as a pragmatic theory or theory for practice. Also is distinguished the Theory of Education from Pedagogy and from others theoreticals studys of education. Its areas of application are determinated (formal, no formal and informal) and it is concluded with its own technological applicated caracteritation, common to any under which is pretended to analyses the theoretical question of education. 1992-11-12T00:00:00Z http://hdl.handle.net/10366/71705 1992-11-12T00:00:00Z