Teaching perception on the participation of the productive and social sectors in the school curriculum of two Mexican universities
This is a quantitative approach of an empirical research study, aimed at understanding the teachers' perception of the participation of productive and social sectors (external stakeholders) in the curriculum of the two public universities with the highest enrollment coverage in a state in north...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Humanidades, Instituto de Investigaciones en Educación
2024
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| Acceso en línea: | https://revistas.unne.edu.ar/index.php/riie/article/view/8018 |
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| Sumario: | This is a quantitative approach of an empirical research study, aimed at understanding the teachers' perception of the participation of productive and social sectors (external stakeholders) in the curriculum of the two public universities with the highest enrollment coverage in a state in northwest Mexico (Sinaloa). A total of 178 professors from the Universidad Autónoma de Sinaloa and the Universidad Autónoma de Occidente participated. Contrasting tests were conducted to verify whether institutional affiliation was a determining factor in perceiving the phenomenon differently. Although the governance traditions of both institutions have been differentiated over the time, the findings led to the conclusion that the teachers' perception is very similar in both Higher Education Institutions (HEIs) and that they adhere to a global curricular logic and comply with current educational regulations, beyond the educational governance models and traditional styles. |
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