THE GREAT EDUCATIONAL CHALLENGE AND THE FINE ART OF TEACHING
Article Sidebar
Main Article Content
Abstract
A long ten years working with young people I have been a witness of how my students have came to be more unrespectful, unconsciuos and unresponsable of what they do and behave at school.
All the improvements in programatical contents are worthless because most of students ignore them, the only important thing is to live without restrictions and how to get effortless qualifications that make them be at school as long as possible. I think that at all levels at school the efforts may be driven to teach students to develop strategies to solve problems that could also make them be conscious of their role in the societies, providing them with the right tools that could be used wherever they were, leaving a side long academic contents that can be found easily in many sources.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
References
Cerón S. 1998. Un modelo educativo para México. Santillana. México, p.p. 83-107
Coll C.. 1990. Un marco de referencia psicológica para la educación escolar. La concepción constructivista del aprendizaje y de la enseñanza. En C. Coll. A. Marchesi y J. Palacios. Desarrollo Psicológico y Educación II. Madrid, p.p. 435-453.
Chidolue, M.E. 1996. The relationship between teacher characteristics, learning, environment and student achievment and attitude. Studies in Educational Evaluation. Vol. 22, No. 3. p.p. 263-274.
Ferrini R. 1986. Hacia una Educación Personalizada. Una alternativa en la Educación. Editores Mexicanos Unidos. México, p.p. 67-161
Frias S.J. 1991. La práctica docente: una realidad ignorada. En: Beltrán C.J.. Metodología para el análisis de la práctica docente. Antología del Seminario I, Especialidad en Docencia. Universidad Veracruzana Xalapa, Veracruz. P.p.3-9
Mauri T. 1994. ¿Qué hace que el alumno y la alumna aprendan los contenidos escolares?. La naturaleza activa y constructiva del conocimiento. En C. Coll. E. Martín. T. Mauri, J. Onrubia, I. Solé y A. Zabala. El constructivismo en el aula Barcelona, p.p. 65- 99
Ornelas C.. 1995. El Sistema Educativo Mexicano. CIDE yFCE. México, p.p. 321-350
Soler F. E. 1990. Educación personalizada y comunicación. Revista de Ciencias de la Educación. Vol 36 No. 141. España p.p. 73-79.