An institutional process of curricular innovation in university: The place of evaluation research
From a perspective contextualized in the institutional reality (2016/2023) of the UNRC and within the framework of the Curricular Innovation and Teacher Training Program, coordinated by its Academic Secretariat, the objectives of this work consist of situating and synthetically describing the instit...
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Dirección General de Educaci´´on Superior. Ministerio de Educación. Provincia de Córdoba. Argentina
2023
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/efi/article/view/42848 |
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I10-R284-article-428482023-10-24T02:18:20Z An institutional process of curricular innovation in university: The place of evaluation research Un proceso institucional de innovación curricular en la universidad: El lugar de la investigación evaluativa Vogliotti, Ana innovación curricular formación docente transversalidad investigación evaluativa acompañamiento curricular innovation teacher training transversality evaluative research accompaniment From a perspective contextualized in the institutional reality (2016/2023) of the UNRC and within the framework of the Curricular Innovation and Teacher Training Program, coordinated by its Academic Secretariat, the objectives of this work consist of situating and synthetically describing the institutional experience of curricular innovation in undergraduate and graduate courses of all faculties and concomitant teacher training to signify the conceptualizations that define the epistemic-methodological framework of its approach. We present the scope of Evaluative Research (IE) as a companion to the entire institutional process in its different phases: problematization of current curricula; curriculum analysis; elaboration of innovative proposals; formalization of new study plans and their implementation. We recognize their contributions in this process, as potential for the construction of evaluative knowledge that helps to understand problematic situations and make decisions for permanent curricular improvements in university education. With an interpretative-critical perspective, after referencing the normative frameworks that direct the innovative process from 2016 to the present, we propose concepts, criteria and strategies assumed by EI as reflective and evaluative, participatory, systematic and sustained accompaniment; particularly in the curricularization of transversal contents and practices. We end by explaining the scope and prospects of the Program. Desde una perspectiva contextualizada en la realidad institucional de la Universidad Nacional de Río Cuarto (Córdoba, Argentina) en el período 2016-2023 y en el marco del Programa de Innovación Curricular y Formación Docente, coordinado por su Secretaría Académica, los objetivos de este trabajo consisten en situar y describir sintéticamente la experiencia institucional de innovación curricular en las carreras de pregrado y grado de todas las facultades y de la formación docente concomitante, para significar las conceptualizaciones que definen el marco epistémico-metodológico de su abordaje. Presentamos los alcances de la investigación evaluativa (IE) como acompañante de todo el proceso institucional en sus distintas fases: problematización de los currículos vigentes, análisis curricular, elaboración de propuestas innovadoras, formalización de nuevos planes de estudio y su implementación. Reconocemos sus aportes para la construcción de conocimientos valorativos que ayudan a comprender situaciones problemáticas y tomar decisiones para las mejoras curriculares permanentes en la formación universitaria. Con una perspectiva interpretativo-crítica, después de referenciar los marcos normativos que direccionan el proceso innovador desde 2016 hasta la actualidad, planteamos conceptos, criterios y estrategias asumidos por la IE como acompañamiento reflexivo y valorativo, participativo, sistemático y sostenido; particularmente, en la curricularización de contenidos y prácticas transversales. Finalizamos explicitando alcances y prospectivas del programa. Dirección General de Educaci´´on Superior. Ministerio de Educación. Provincia de Córdoba. Argentina 2023-10-24 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo application/pdf https://revistas.unc.edu.ar/index.php/efi/article/view/42848 Educación, formación e investigación; Vol. 9 Núm. 15 (2023): Investigación y prácticas docentes. Diversidad de abordajes teóricos y metodológicos; 51-70 2422-5975 spa https://revistas.unc.edu.ar/index.php/efi/article/view/42848/42916 https://creativecommons.org/licenses/by-nc-sa/4.0 |
| institution |
Universidad Nacional de Córdoba |
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I-10 |
| repository_str |
R-284 |
| container_title_str |
Educación, formación e investigación |
| language |
Español |
| format |
Artículo revista |
| topic |
innovación curricular formación docente transversalidad investigación evaluativa acompañamiento curricular innovation teacher training transversality evaluative research accompaniment |
| spellingShingle |
innovación curricular formación docente transversalidad investigación evaluativa acompañamiento curricular innovation teacher training transversality evaluative research accompaniment Vogliotti, Ana An institutional process of curricular innovation in university: The place of evaluation research |
| topic_facet |
innovación curricular formación docente transversalidad investigación evaluativa acompañamiento curricular innovation teacher training transversality evaluative research accompaniment |
| author |
Vogliotti, Ana |
| author_facet |
Vogliotti, Ana |
| author_sort |
Vogliotti, Ana |
| title |
An institutional process of curricular innovation in university: The place of evaluation research |
| title_short |
An institutional process of curricular innovation in university: The place of evaluation research |
| title_full |
An institutional process of curricular innovation in university: The place of evaluation research |
| title_fullStr |
An institutional process of curricular innovation in university: The place of evaluation research |
| title_full_unstemmed |
An institutional process of curricular innovation in university: The place of evaluation research |
| title_sort |
institutional process of curricular innovation in university: the place of evaluation research |
| description |
From a perspective contextualized in the institutional reality (2016/2023) of the UNRC and within the framework of the Curricular Innovation and Teacher Training Program, coordinated by its Academic Secretariat, the objectives of this work consist of situating and synthetically describing the institutional experience of curricular innovation in undergraduate and graduate courses of all faculties and concomitant teacher training to signify the conceptualizations that define the epistemic-methodological framework of its approach. We present the scope of Evaluative Research (IE) as a companion to the entire institutional process in its different phases: problematization of current curricula; curriculum analysis; elaboration of innovative proposals; formalization of new study plans and their implementation. We recognize their contributions in this process, as potential for the construction of evaluative knowledge that helps to understand problematic situations and make decisions for permanent curricular improvements in university education.
With an interpretative-critical perspective, after referencing the normative frameworks that direct the innovative process from 2016 to the present, we propose concepts, criteria and strategies assumed by EI as reflective and evaluative, participatory, systematic and sustained accompaniment; particularly in the curricularization of transversal contents and practices. We end by explaining the scope and prospects of the Program. |
| publisher |
Dirección General de Educaci´´on Superior. Ministerio de Educación. Provincia de Córdoba. Argentina |
| publishDate |
2023 |
| url |
https://revistas.unc.edu.ar/index.php/efi/article/view/42848 |
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2024-09-03T22:39:38Z |
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