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STENOGRAPHY IN THE TRAINING OF TEACHERS

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STENOGRAPHY IN THE TRAINING OF TEACHERS

apa format This variety, from the hermeneutical approach, derived from: – the professional training of the ethnographer where, for example, the study of parenting methods is documented in various ways by Freudians, learning theorists and anthropologists; – the personal history of the ethnographer about which George Devereux (1977), in his book From Anxiety to Method in the Behavioral Sciences, has much to contribute; – the cultural environment of the ethnographer, from which a criticism of Euro-American ethnography has been generated from inquiries made by the natives themselves (Owusu, 1978); – the changes in the group described, as described in Michael Agar’s ethnographies in what is called “the chemical ecology of the streets” (1977); – the audience (colleagues, ethnographers, policymakers, anthropologists and non-anthropologists, academics and non-academics); and – the ever-emerging nature of the report, analyzed in Grounded Theory (Glasser and Strauss, 1967). Factors among which the content selection, the institutional conditions and the curricular conceptions of the teachers are mentioned (López Miranda, 2000), as well as the ideological positions that intervene in the construction of specific school projects (Glazman and Ibarrola, 1983) – The distinction between curriculum and curricular reality (Ibarrola, 1983), where reality becomes independent from the project through curricular spaces and structures that intervene in the local definition of time, content, didactic relationships and the connection of resources other than those planned, it has also been documented from the differences between the thought and formal study plan, on the one hand, and the lived and real study plan, on the other (Furlán, nd; Fernández, 1992) . Consider that these competences, inspired by the proposal of Sonia Lavin (1990), son of two types: – the basic instrumental competences related to the mastery of the communication tools typical of the profession, integrated into the reading, written, oral and writing competences. reasoning that intersubjective and intercultural dialogue, criticism and understanding are successful, and – contextual competences related to teachers’ performance in the theoretical and epistemological domains of professional practice, including competencies for doing socially productive work, building specific and suitable educational environments, apa format This variety, from the hermeneutic approach, derived from: – the professional training of the ethnographer where, for example, the study of parenting methods is documented in different ways by Freudians, learning theorists and anthropologists ; – the personal history of the ethnographer about which George Devereux (1977), in his book From Anxiety to Method in the Behavioral Sciences, has much to contribute; – the cultural environment of the ethnographer, from which a critique of Euro-American ethnography has been generated from

from inquiries made by the natives themselves (Owusu, 1978); – the changes in the group described, as described in Michael Agar’s ethnographies in what is called “the chemical ecology of the streets” (1977); – the audience (colleagues, ethnographers, policymakers, anthropologists and non-anthropologists, academics and non-academics); and – the ever-emerging nature of the report, analyzed in Grounded Theory (Glasser and Strauss, 1967). Factors among which the content selection, the institutional conditions and the curricular conceptions of the teachers are mentioned (López Miranda, 2000), as well as the ideological positions that intervene in the construction of specific school projects (Glazman and Ibarrola, 1983) – The distinction between curriculum and curricular reality (Ibarrola, 1983), where reality becomes independent from the project through curricular spaces and structures that intervene in the local definition of time, content, didactic relationships and the connection of resources other than those planned, it has also been documented from the differences between the thought and formal study plan, on the one hand, and the lived and real study plan, on the other (Furlán, nd; Fernández, 1992) . Consider that these competences, inspired by the proposal of Sonia Lavin (1990), the son of two types: – the basic instrumental competences related to the mastery of the communication tools of the profession, integrated into the reading, written, oral and writing competences. reasoning that intersubjective and intercultural dialogue, criticism and understanding are successful, and – contextual competences related to teachers’ performance in the theoretical and epistemological domains of professional practice, including competencies for doing socially productive work, building specific and appropriate educational settings,

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