POSICIONES SOBRE PROFESIONALIZACIÓN DOCENTE EN EL DISCURSO DE LOS ORGANISMOS INTERNACIONALES.
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| Title: | POSICIONES SOBRE PROFESIONALIZACIÓN DOCENTE EN EL DISCURSO DE LOS ORGANISMOS INTERNACIONALES. |
|---|---|
| Authors: | MONARCA, HÉCTOR1 hector.monarca@uam.es, MERA-CLAVIJO, ALBERTO2 amera@pedagogica.edu.co, ÁLVAREZ-LÓPEZ, GABRIEL3 gabal@usal.es, GOROSTIAGA, JORGE M.4 jgorosti@unsam.edu.ar |
| Source: | Revista Mexicana de Investigación Educativa. jul-sep2024, Vol. 29 Issue 102, p509-533. 25p. |
| Subject Terms: | *Corporate culture, Development banks, Social processes, Professionalization, Manufacturing processes |
| Company/Entity: | UNESCO |
| Abstract (English): | This article analyzes the statements, expressed through their documents, on teacher professionalization of three international organizations: the Organization of Ibero-American States for Education, Science and Culture; the Organization of Ibero-American States for Education, Science and Culture-Unesco and the Inter American Development Bank. The purpose was to identify their explicit and implicit stances on this issue, in the understanding that their discourses, policies and practices of teacher professionalization are part of the processes of production of the social in general and particularly of the educational field. A content analysis of the selected documents was carried out from a critical point of view to the discourse. The results show that a hybrid position on professionalization prevails, although mostly characterized by a teacher-school managerial approach. The conclusions invite us to consider hybridism as a predominant feature of policy-oriented documents addressed to multiple audiences and contexts. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Este artículo analiza los discursos, a través de sus documentos, sobre profesionalización docente de tres organismos internacionales: Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura; Oficina Regional de Educación para América Latina y el Caribe-Unesco y Banco Interamericano de Desarrollo. El objetivo fue identificar sus posiciones explícitas e implícitas en esta temática, entendiendo que sus discursos, políticas y prácticas de profesionalización docente forman parte de los procesos de producción de lo social en general y del campo educativo en particular. Se realizó un análisis de contenido de los documentos seleccionados desde una aproximación crítica al discurso. Los resultados muestran que predomina una posición híbrida respecto de la profesionalización, aunque mayormente caracterizada por la gestión del profesoradoescuela. Las conclusiones invitan a pensar sobre el hibridismo como rasgo predominante de los documentos orientados a la política y dirigidos a múltiples audiencias y contextos. [ABSTRACT FROM AUTHOR] |
| Copyright of Revista Mexicana de Investigación Educativa is the property of Consejo Mexicano de Investigacion Educativa and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 178609627 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: POSICIONES SOBRE PROFESIONALIZACIÓN DOCENTE EN EL DISCURSO DE LOS ORGANISMOS INTERNACIONALES. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22MONARCA%2C+HÉCTOR%22">MONARCA, HÉCTOR</searchLink><relatesTo>1</relatesTo><i> hector.monarca@uam.es</i><br /><searchLink fieldCode="AR" term="%22MERA-CLAVIJO%2C+ALBERTO%22">MERA-CLAVIJO, ALBERTO</searchLink><relatesTo>2</relatesTo><i> amera@pedagogica.edu.co</i><br /><searchLink fieldCode="AR" term="%22ÁLVAREZ-LÓPEZ%2C+GABRIEL%22">ÁLVAREZ-LÓPEZ, GABRIEL</searchLink><relatesTo>3</relatesTo><i> gabal@usal.es</i><br /><searchLink fieldCode="AR" term="%22GOROSTIAGA%2C+JORGE+M%2E%22">GOROSTIAGA, JORGE M.</searchLink><relatesTo>4</relatesTo><i> jgorosti@unsam.edu.ar</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Revista+Mexicana+de+Investigación+Educativa%22">Revista Mexicana de Investigación Educativa</searchLink>. jul-sep2024, Vol. 29 Issue 102, p509-533. 25p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Corporate+culture%22">Corporate culture</searchLink><br /><searchLink fieldCode="DE" term="%22Development+banks%22">Development banks</searchLink><br /><searchLink fieldCode="DE" term="%22Social+processes%22">Social processes</searchLink><br /><searchLink fieldCode="DE" term="%22Professionalization%22">Professionalization</searchLink><br /><searchLink fieldCode="DE" term="%22Manufacturing+processes%22">Manufacturing processes</searchLink> – Name: SubjectCompany Label: Company/Entity Group: Su Data: <searchLink fieldCode="DE" term="%22UNESCO%22">UNESCO</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: This article analyzes the statements, expressed through their documents, on teacher professionalization of three international organizations: the Organization of Ibero-American States for Education, Science and Culture; the Organization of Ibero-American States for Education, Science and Culture-Unesco and the Inter American Development Bank. The purpose was to identify their explicit and implicit stances on this issue, in the understanding that their discourses, policies and practices of teacher professionalization are part of the processes of production of the social in general and particularly of the educational field. A content analysis of the selected documents was carried out from a critical point of view to the discourse. The results show that a hybrid position on professionalization prevails, although mostly characterized by a teacher-school managerial approach. The conclusions invite us to consider hybridism as a predominant feature of policy-oriented documents addressed to multiple audiences and contexts. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: Este artículo analiza los discursos, a través de sus documentos, sobre profesionalización docente de tres organismos internacionales: Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura; Oficina Regional de Educación para América Latina y el Caribe-Unesco y Banco Interamericano de Desarrollo. El objetivo fue identificar sus posiciones explícitas e implícitas en esta temática, entendiendo que sus discursos, políticas y prácticas de profesionalización docente forman parte de los procesos de producción de lo social en general y del campo educativo en particular. Se realizó un análisis de contenido de los documentos seleccionados desde una aproximación crítica al discurso. Los resultados muestran que predomina una posición híbrida respecto de la profesionalización, aunque mayormente caracterizada por la gestión del profesoradoescuela. Las conclusiones invitan a pensar sobre el hibridismo como rasgo predominante de los documentos orientados a la política y dirigidos a múltiples audiencias y contextos. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Revista Mexicana de Investigación Educativa is the property of Consejo Mexicano de Investigacion Educativa and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=178609627 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 25 StartPage: 509 Subjects: – SubjectFull: Corporate culture Type: general – SubjectFull: Development banks Type: general – SubjectFull: Social processes Type: general – SubjectFull: Professionalization Type: general – SubjectFull: Manufacturing processes Type: general – SubjectFull: UNESCO Type: general Titles: – TitleFull: POSICIONES SOBRE PROFESIONALIZACIÓN DOCENTE EN EL DISCURSO DE LOS ORGANISMOS INTERNACIONALES. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: MONARCA, HÉCTOR – PersonEntity: Name: NameFull: MERA-CLAVIJO, ALBERTO – PersonEntity: Name: NameFull: ÁLVAREZ-LÓPEZ, GABRIEL – PersonEntity: Name: NameFull: GOROSTIAGA, JORGE M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: jul-sep2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 14056666 Numbering: – Type: volume Value: 29 – Type: issue Value: 102 Titles: – TitleFull: Revista Mexicana de Investigación Educativa Type: main |
| ResultId | 1 |
