DEMANDS TO IMPLEMENT FOR THE TRAINING OF PROFESSIONALS IN HIGHER EDUCATION
DOI:
https://doi.org/10.47230/unesum-ciencias.v7.n3.2023.26-35Keywords:
Pedagogical Model, Training of professionals; independence for decision making, respect for diversityAbstract
This article presents the results obtained from the case study of the implementation of the educational demands of Cuban society in the 10th century. This result responds to the project “A pedagogical model in accordance with the demands of the 19th century for the training of professionals at the University of Artemis.” Model developed in order to contribute to improving Higher Education in Cuba, after having obtained in the final report its fourth result: Initial status of the undergraduate training process at the University of Artemisa; weaknesses and strengths of the undergraduate training process in the institution in each of the indicators and subdimensions. Two demands are specifically presented to be implemented, from the cognitive instrumental point of view, independence for decision making and from the axiological point of view, respect for diversity, the objective is to assess the implementation of the demands, independence for decision making. and respect for diversity will contribute to the adequate training of professionals at the University of Artemisa. As a final result, actions were developed which were implemented from the Chemistry I subject, corresponding to the 1st year of the Agronomy Engineering degree.
Downloads
References
Dauer, J. M., Lute, M. L., & Straka, O. (2017). Indicators of informal and formal decision-making about a socioscientific issue. International Journal of Education in Mathematics, Science and Technology, 5(2), 124-138. DOI:10.18404/ijemst.05787
Ríos, P. (2021). El razonamiento jurídico consecuencialista: Un estudio sobre la teoría del razonamiento jurídico de Neil MacCormick (Vol. 24). Palestra Editores.
Rodríguez Jiménez, A., & Miqueli Rodríguez, B. (2019). La estructura de la variable proceso de formación de profesionales en pregrado. Transformación, 15(1), 110-128.
Rodríguez Jiménez, A., Delgado Yanes, N., Charbonet Martell, M. E., Velázquez, A., Fundora Ramírez, P., Ortiz Azahada, A., ... & Horta Castro, Z. (2019). El modelo pedagógico: La meta y los principios como componentes. Caracterización del proceso de enseñanza-aprendizaje a partir de las demandas educativas de la sociedad cubana del siglo XXI.
Rodríguez, A., Dávila, Y., Polo, M., Robaina, M., Sánchez, P., & Miqueli, B. (2016). El modelo pedagógico para la formación de pregrado en la Universidad de Artemisa: Definición, componentes y fundamentos teóricos. Informe de resultado investigativo. Universidad de Artemisa Cuba.
