Didáctica para la formación en finanzas en programas universitarios de administración de empresas.
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Fecha
2016
Autores
Rico Calvano, Florentino
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El propósito de la tesis doctoral fue generar una propuesta de desarrollo didácticos para la formación en finanzas en programas universitarios de Administración de Empresas en correspondencia con la práctica pedagógica, didáctica y currículo desde una perspectiva constructivista. La investigación fue abordada bajo el enfoque cuantitativo, ubicándose en el paradigma Empirico Analítico con investigación descriptiva-explicativa. Se identificaron; caracterizaron e indagaron los trabajos de los docentes de finanzas. Se hizo una triangulación de datos, teorías, metodologías y disciplinar para la nueva construcción del conocimiento didáctico para llegar a la propuesta de desarrollo de una Didactica dinámica en contexto. Fundamentada en concepciones epistemológicas y filosóficas y categorías de la investigación: didáctica, currículo,formación, pedagogía y finanzas. Del análisis de los problemas en la formación en finanzas, se plantea ¿Cómo resignificar3 la didáctica para la formación en finanzas en programas universitarios de Administración de Empresas y su correspondencia con el currículo y las prácticas pedagógicas? Se concluyó que se utilizan diversas didácticas en la formación en finanzas y la necesidad de una didáctica dinámica al contexto del desarrollo del proceso enseñanza – aprendizaje, cuyos actores principales son docentes y estudiantes en la construcción de nuevos conocimientos financieros.
The purpose of the doctoral thesis was to generate a didactic development proposal for the training in finance in university programs of Business Administration in correspondence with the pedagogical practice, didactics and curriculum from a constructivist perspective. The research was approached under the quantitative approach, located in the Empirical Analytic paradigm with descriptive-explanatory research. They were identified; Characterized and investigated the work of finance teachers. It was made a triangulation of data, theories, methodologies and disciplinar for the new construction of didactic knowledge to arrive at the proposal of development of a Didactic dynamic on context. Based on epistemological and philosophical conceptions and categories of research: didactics, curriculum, training, pedagogy and finance. From the analysis of the problems in the training in finance, it is proposed How to reframe the didactics for the training in finances in university programs of Business Administration and its correspondence with the curriculum and the pedagogical practices? It was concluded that various didactics are used in training in finance and the need for a dynamic didactics to the context of the development of the teaching - learning process, whose main actors are teachers and students in the construction of new financial knowledge.
The purpose of the doctoral thesis was to generate a didactic development proposal for the training in finance in university programs of Business Administration in correspondence with the pedagogical practice, didactics and curriculum from a constructivist perspective. The research was approached under the quantitative approach, located in the Empirical Analytic paradigm with descriptive-explanatory research. They were identified; Characterized and investigated the work of finance teachers. It was made a triangulation of data, theories, methodologies and disciplinar for the new construction of didactic knowledge to arrive at the proposal of development of a Didactic dynamic on context. Based on epistemological and philosophical conceptions and categories of research: didactics, curriculum, training, pedagogy and finance. From the analysis of the problems in the training in finance, it is proposed How to reframe the didactics for the training in finances in university programs of Business Administration and its correspondence with the curriculum and the pedagogical practices? It was concluded that various didactics are used in training in finance and the need for a dynamic didactics to the context of the development of the teaching - learning process, whose main actors are teachers and students in the construction of new financial knowledge.
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Didácticas, Formación, Finanzas, Pedagogía y Currículo, Didactics, Training, Finance, Pedagogy and Curriculum