Volume 29, Issue 1 (1-2017)                   ERSS 2017, 29(1): 1-7 | Back to browse issues page

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Soria M V, Davila M A. Psychological dimensions of teacher and its impact in practice. ERSS. 2017; 29 (1) :1-7
URL: http://europeansp.org/article-4-47-en.html
U.N.S.J, San Juan, 5400, Argentina
Abstract:   (89 Views)
This paper presents a reflection on the role of teachers and the psychological implications that affect the development of a constructivist model. It is described the development of psychological variables that accompany and determine the exercise of teaching practice: BELIEVE, KNOW, DO, BE AND WANT as personal aspects that the teacher could take into account in his reflective practice, in order to allow adjustments in his performance. The analysis of each variable is embodied in reflective self-analysis proposals from questions or proposals for activities that will allow the possibility of implement a change. From this perspective it is analyzed how each of these dimensions, directly affect the knowledge that is taught and the interaction with students. The central approach we want to answer is how could the teacher from the analysis of his psychological dimensions approach the constructivist model in their teaching strategies. This study aims to be a flattering proposal to exercise the role, finding the teaching process subject to constant adjustments to respond socio-cultural demands. © 2016 The Authors. Published by European Science publishing Ltd. Selection and peer-review under responsibility of the Organizing Committee of European Science publishing Ltd.
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Received: 2019/08/7 | Accepted: 2019/08/7 | Published: 2019/08/7

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