Carolina Flores-Lueg
Biographic Data
| ID | 3501491 |
|---|---|
| NAME | Carolina Flores-Lueg |
| GIVEN NAMES | Carolina |
| FAMILY NAME | Flores-Lueg |
| SIGNATURE | FLORES-LUEG C |
| AFFILIATIONS | University of Bío-Bío |
| ORCID | 0000-0001-5219-0617 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Políticas de estandarización chilena
Currently, it is possible to observe the proliferation of policies focused on improving teacher education and measuring their performance. In this context, the study's objective was to understand how preservice teachers construct their professional subjectivity based on interactions with normative discourses and institutional expectations derived from standardization policies in the Chilean university context. The methodological approach was qual…
Reflective Processes Promoted in the Practicum Tutoring and Pedagogical Knowledge Obtained by Teachers in Initial Training
This research focuses on the formative contributions made by tutor teachers in the university to the acquisition of pedagogical knowledge based on the reflective processes that they manage to implement, from the perspective of future teachers in professional practice or a practicum. A qualitative method was employed. Twenty practitioners of pedagogy programs who developed a practicum in the year 2020 or 2021 took part in this process, matriculate…
Contextos socioeducativos de prácticas y sus aportes a la formación pedagógica del futuro profesorado
La formación práctica instalada en los planes de estudio de la Formación Inicial Docente (FID) se concibe como un espacio curricular fundamental para el aprendizaje de la enseñanza y la construcción de conocimientos pedagógicos en el futuro profesorado. Considerando que el desempeño profesional docente se desarrolla en contextos demográficos y socioculturales diversos, se presentan en este artículo resultados de una investigación que indagó en la…
No prominent works on this page.
Contextos socioeducativos de prácticas y sus aportes a la formación pedagógica del futuro profesorado
La formación práctica instalada en los planes de estudio de la Formación Inicial Docente (FID) se concibe como un espacio curricular fundamental para el aprendizaje de la enseñanza y la construcción de conocimientos pedagógicos en el futuro profesorado. Considerando que el desempeño profesional docente se desarrolla en contextos demográficos y socioculturales diversos, se presentan en este artículo resultados de una investigación que indagó en la…
Reflective Processes Promoted in the Practicum Tutoring and Pedagogical Knowledge Obtained by Teachers in Initial Training
This research focuses on the formative contributions made by tutor teachers in the university to the acquisition of pedagogical knowledge based on the reflective processes that they manage to implement, from the perspective of future teachers in professional practice or a practicum. A qualitative method was employed. Twenty practitioners of pedagogy programs who developed a practicum in the year 2020 or 2021 took part in this process, matriculate…
Políticas de estandarización chilena
Currently, it is possible to observe the proliferation of policies focused on improving teacher education and measuring their performance. In this context, the study's objective was to understand how preservice teachers construct their professional subjectivity based on interactions with normative discourses and institutional expectations derived from standardization policies in the Chilean university context. The methodological approach was qual…
Education and Teacher Training (3 works) · Education in Rural Contexts (2 works) · Educational Innovations and Technology (2 works) · Sociology (2 works) · Art (1 work) · Computer Science (1 work) · Educational and Organizational Development (1 work) · Experiential learning (1 work) · Formative assessment (1 work) · Higher Education Teaching and Evaluation (1 work)