Suchergebnisse

[ES]El presente TFM aborda la programación de la Unidad Didáctica de la asignatura "PROCESOS DE FABRICACIÓN POR ARRANQUE DE VIRUTA" perteneciente al módulo profesional "TÉCNICAS DE FABRICACIÓN MECÁNICA", que a su vez se encuentra regulado por la orden de 13 de octubre de 2010 y Real Decreto 1630/2009, de 30 de octubre. Con el desarrollo de la unidad didáctica se pretende que la enseñanza se adecúe a las disposiciones establecidas en la legislación vigente, garantizando a su vez por parte del alumno la adquisición de los conocimientos mínimos exigidos para adquirir las competencias profesionales, personales y sociales del título de Técnico Superior en Diseño en Fabricación. Para ello se establece las guías a seguir para impartir la asignatura así como el desarrollo de actividades, juegos y aprendizaje cooperativo, con el fin de preparar al alumno para desempeñar su actividad laboral en un futuro tanto de forma individual, tanto como parte de equipos de trabajo. ; [EN]This TFM deals with the programming of the Didactic Unit of the subject "MANUFACTURING PROCESSES BY CHIPS STARTING" belonging to the professional module "MECHANICAL MANUFACTURING TECHNIQUES", which is regulated by the order of October 13, 2010 and Royal Decree 1630/2009, of October 30. With the development of the didactic unit, it is intended that the teaching is be adapted to the established provisions inside the current legislation, guaranteeing the student's acquisition of the minimum knowledge required to acquire the professional, personal and social competences of the degree of Superior Technician in Manufacturing Design. For this target, the guidelines to be followed to teach the subject are established as well as the development of activities, games and cooperative learning, in order to prepare the student to carry out their working activity in the future individually, or as part of teams of job.

Nations around the world are currently embarked in deep reforms of their education systems. There is widespread agreement among policymakers, scholars, and educators that one of the keys for success during these reforms is promoting the professional development (PD) of in-service teachers. Every year, governments invest astronomical amounts of money on teacher continuous learning. However, the literature shows that much of the PD offered to teachers is inefficient, having small or no effect on teaching practices and/or student learning. This monograph describes the perspectives and approaches to teacher PD of five nations heavily committed to research and/or practice in this field. Understanding how PD is structured in these nations may guide others in designing more favorable learning opportunities for their teachers. The article from United States provides a general framework regarding the features of high-quality PD and offers examples of recent effective initiatives. The four following articles describe the PD models of Australia, Hong Kong, Finland, and Singapore, among the highest-achievers in education presently. Because teacher continuous learning is a high priority in these nations, strong infrastructures for high-quality PD have been built to meet teachers' needs and interests. The monograph closes with a contribution from Spain, the country where the journal Psychology, Society and Education is edited. The author discusses the five prior articles and reflects on how the ideas presented could improve the PD currently offered to teachers in other nations, particularly Spain.

Nations around the world are currently embarked in deep reforms of their education systems. There is widespread agreement among policymakers, scholars, and educators that one of the keys for success during these reforms is promoting the professional development (PD) of in-service teachers. Every year, governments invest astronomical amounts of money on teacher continuous learning. However, the literature shows that much of the PD offered to teachers is inefficient, having small or no effect on teaching practices and/or student learning. This monograph describes the perspectives and approaches to teacher PD of five nations heavily committed to research and/or practice in this field. Understanding how PD is structured in these nations may guide others in designing more favorable learning opportunities for their teachers. The article from United States provides a general framework regarding the features of high-quality PD and offers examples of recent effective initiatives. The four following articles describe the PD models of Australia, Hong Kong, Finland, and Singapore, among the highest-achievers in education presently. Because teacher continuous learning is a high priority in these nations, strong infrastructures for high-quality PD have been built to meet teachers' needs and interests. The monograph closes with a contribution from Spain, the country where the journal Psychology, Society and Education is edited. The author discusses the five prior articles and reflects on how the ideas presented could improve the PD currently offered to teachers in other nations, particularly Spain.

RESUMEN: En la actualidad, numerosas naciones en el mundo se encuentran embarcadas en profundas reformas de sus sistemas educativos. Existe un acuerdo generalizado entre políticos educativos, académicos y educadores en que una de las claves para el éxito de dichas reformas es fomentar el desarrollo profesional docente (DPD). Cada año, los gobiernos invierten cantidades astronómicas de dinero en el aprendizaje continuo de los profesores. Sin embargo, la literatura indica que buena parte del DPD ofrecido a los profesores es ineficaz, teniendo un efecto reducido o incluso nulo sobre sus prácticas y/o sobre el aprendizaje de los alumnos. Este monográfico describe las perspectivas y enfoques de DPD en cinco naciones altamente comprometidas con la investigación y/o la práctica en este campo. Conocer cómo el DPD se estructura en tales naciones puede ayudar a otras a diseñar oportunidades de aprendizaje más favorables para sus profesores. El artículo de Estados Unidos ofrece un marco general respecto a las características del DPD de alta calidad y ofrece ejemplos de recientes iniciativas eficaces. Los cuatro artículos siguientes describen los modelos de DPD en Australia, Hong Kong, Finlandia y Singapur, algunos de los países con sistemas educativos más exitosos. Dado que el aprendizaje continuo del profesorado se considera una prioridad, estas naciones han desarrollado sólidas infraestructuras de DPD para responder a las necesidades e intereses de los profesores. El monográfico concluye con una contribución de España, el país donde se edita la revista Psychology, Society and Education. La autora discute los cinco artículos anteriores y reflexiona sobre cómo las ideas presentadas podrían mejorar el DPD ofrecido actualmente a los profesores de otras naciones, en particular de España.Teacher Professional Development: International Perspectives and ApproachesABSTRACT: Nations around the world are currently embarked in deep reforms of their education systems. There is widespread agreement among policymakers, scholars, and educators that one of the keys for success during these reforms is promoting the professional development (PD) of in-service teachers. Every year, governments invest astronomical amounts of money on teacher continuous learning. However, the literature shows that much of the PD offered to teachers is inefficient, having small or no effect on teaching practices and/or student learning. This monograph describes the perspectives and approaches to teacher PD of five nations heavily committed to research and/or practice in this field. Understanding how PD is structured in these nations may guide others in designing more favorable learning opportunities for their teachers. The article from United States provides a general framework regarding the features of high-quality PD and offers examples of recent effective initiatives. The four following articles describe the PD models of Australia, Hong Kong, Finland, and Singapore, among the highest-achievers in education presently. Because teacher continuous learning is a high priority in these nations, strong infrastructures for high-quality PD have been built to meet teachers' needs and interests. The monograph closes with a contribution from Spain, the country where the journal Psychology, Society and Education is edited. The author discusses the five prior articles and reflects on how the ideas presented could improve the PD currently offered to teachers in other nations, particularly Spain.

Durante los últimos 30 años, desde prácticamente el inicio de nuestra democracia actual, las políticas sociales, desarrolladas por los distintos gobiernos1 para fomentar, promover e impulsar la integración de la mujer en todos los ámbitos de nuestra sociedad han sido muy numerosas y variadas. La integración efectiva y real de la mujer en una sociedad conservadora como la nuestra, en igualdad de condiciones con el hombre, se está consiguiendo muy lentamente y con mucho esfuerzo, existiendo, aún, una contaminación social, que se manifiesta de forma clara en las profesiones que elegimos mujeres y hombres, fundamentalmente debido a los roles de género, que la sociedad nos marca desde pequeños, definiendo determinadas Profesiones como "masculinas", o "femeninas". Se mantiene una desigualdad importante en nuestro sistema educativo reglado postobligatorio no universitario y más concretamente en algunos Ciclos Formativos de los dos niveles de nuestra Formación Profesional. La mujer no estudia especialidades tradicionalmente masculinas, y esta desproporción se pone de manifiesto de acuerdo con los datos2 de alumnas/os matriculados en Formación Profesional, y por lo tanto la empleabilidad de la mujer en estos sectores es nula o no existe.