Listar por autor "Fernández-Torres, Pablo"
Mostrando ítems 1-5 de 5
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A Disruptive Educational Project in Secondary Education. The Case of IES Cartagines.
Rivas-Flores, José Ignacio
; Fernández-Torres, Pablo; Martagón Vázquez, Virginia; Moreno Parra, Jesús Javier; Márquez-García, María Jesús (2023)
The project presented here arises from the new educational needs that emanate from the changes taking place in the social, cultural, political, and economic spheres. The boundaries of formal education, as it has been ... -
Involvement in Educational Transformation. Ethical-political Thought and Action in Initial Teachers´ Training
Márquez-García, María Jesús; Fernández-Torres, Pablo; Martagón Vázquez, Virginia; Moreno Parra, Jesús Javier (2021-09-06)
This paper analyses the experience of teacher education students, in the subject “Educational Management of schools and institutions”, in Malaga University. These students collaborate voluntarily in schools carrying out ... -
Learning To Be Teachers In Transforming Schools
Márquez-García, María Jesús; Leite-Méndez, Analía Elizabeth; Cortés-González, Pablo; Fernández-Torres, Pablo (2019-09-16)
El trabajo que se presenta refleja parte de la investigación que se lleva a cabo en la Facultad de Ciencias de la Educación sobre voluntariado, aprendizaje y comunidades de aprendizaje y como parte del Proyecto de I+D+I: ... -
Teachers' Narratives for the Liberation of the Identity of the Oppressor Teacher.
Fernández-Torres, Pablo; Calvo-León, Piedad; Martagón Vázquez, Virginia; Rivas-Flores, José Ignacio (2023)
The study we are presenting shows an experience in which the teacher shares with the students a class diary that is mostly composed of personal reflective processes that happen during the subject. The context in which this ... -
University School Involvement and Educational Transformation. Another Teacher Education for Another School.
Leite-Méndez, Analía Elizabeth; Rivas-Flores, José Ignacio; Fernández-Torres, Pablo; Márquez-García, María Jesús; Cortés-González, Pablo; González-Calvo, Gustavo[et al.] (2023)
Teacher training in Spain suffers from a technocratic approach that segregates theory and practice, in a hierarchical relationship. It assumes that it is necessary to have a previous theoretical framework in order to apply ...