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dc.contributor.authorValdivia Díaz, Jorge Eduardo
dc.contributor.authorGonzález Campos, José
dc.contributor.authorZavala Alegría, Jocelyn
dc.date.accessioned2024-07-09T14:27:38Z
dc.date.available2024-07-09T14:27:38Z
dc.date.issued2024
dc.identifier.urihttp://repositorio.ucm.cl/handle/ucm/5484
dc.description.abstractThe purpose of this study was to compare the perception of the teaching-learning climate in university students of two modalities in a pedagogy program. From a quantitative, comparative, descriptive, inferential and prospective approach, it considered a random sample of 194 students, distributed according to the study regime. The Enabling Learning Teaching Climate Scale (ECAFEU) was used. In both regimes, the dominant dimension is autonomous learning, and the descended dimension is environmental conditions. High scores were observed in both tests of the ECAFEU Index; However, the data provide considerable differences regarding the centrality of the teaching and learning process.es_CL
dc.language.isoenes_CL
dc.rightsAtribución-NoComercial-SinDerivadas 3.0 Chile*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/cl/*
dc.sourceInternational Journal of Religion, 5(8), 524-538es_CL
dc.subjectLearning Environmentes_CL
dc.subjectTeacher Traininges_CL
dc.subjectTeaching Professiones_CL
dc.subjectStudent-To-Teacheres_CL
dc.subjectPerceptiones_CL
dc.titleTowards student-centered teacher education: a comparative analysis of two regimes of studyes_CL
dc.typeArticlees_CL
dc.ucm.indexacionScopuses_CL
dc.ucm.uriijor.co.uk/ijor/article/view/4597es_CL
dc.ucm.doidoi.org/10.61707/f0nx2w34es_CL


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Atribución-NoComercial-SinDerivadas 3.0 Chile
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