Vol. 19 No. 1 (2013)

Published September 30, 2013

Estados, tensiones, perspectivas y desafíos de la formación y el trabajo docente

Artículos

Marcela Adaros Rojas

7-24

Implications of the new pedagogical standards for the development of emotional competence in the initial formation of teachers

https://doi.org/10.15443/tde377

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DOI: https://doi.org/10.15443/tde377

Alípio Casali

25-42

For an education of quality: Referencesfor the formation and the teaching profession

https://doi.org/10.15443/tde378

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DOI: https://doi.org/10.15443/tde378

César Cascante

43-56

The formation of teachers as a political analysis of the professionalizing discourses

https://doi.org/10.15443/tde379

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DOI: https://doi.org/10.15443/tde379

Jorge Osorio

57-66

Teaching challenges in the Education of Young ones and Adults in Chile: towards an agenda of conversations for the design and implementation of new policies

https://doi.org/10.15443/tde380

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DOI: https://doi.org/10.15443/tde380

Julián Uribe García

85-100

«To be with» as an ehtical foudation of the teaching formation and practice

https://doi.org/10.15443/tde382

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DOI: https://doi.org/10.15443/tde382

Investigaciones

Silvia López de Maturana

121-134

About professional development, involvement, and subjectivity: The teacher that educate our children

https://doi.org/10.15443/tde383

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DOI: https://doi.org/10.15443/tde383

Edison Cuervo Montoya

135-148

Curriculum, city and formation of teachers in urban violence contexts

https://doi.org/10.15443/tde384

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DOI: https://doi.org/10.15443/tde384

Marcos Gómez Londoño

101-120

Permanent formation of teachers from the perspective of human development. A study of the Tables of Physical Education in Medellin

https://doi.org/10.15443/tde385

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DOI: https://doi.org/10.15443/tde385