El docente novel en educación superior

Autores/as

Palabras clave:

inducción, docente, universidad, profesorado universitario

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Citas

Avalos, B. (2001). Learning for Research of Beginning Teachers. In B. Avalos, International Handbook of Teacher Education (pp. 449-502). University of Chile.

Carter, S., & Francis, R. (2001). Mentoring and beginning teachers' workplace learning. Asia-Pacific Journal of Teacher Education, 29(3), 249–262.

Cochran-Smith, M., & Lytle, S. (1999). The teacher research movement: A decade later. Educational Researcher, 28(7), 15–25.

Coldron, J., & Smith, R. (1999). Active location in teachers' construction of their professional identities. Journal of Curriculum Studies, 31(6), 711–726.

Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. Jossey-Bass.

Deneve, D., Devos, G., & Tuytens, M. (2015). The Importance of Job Resources and Self - Efficacy for Beginning Teacher's Professional Learning in Differentiated Instruction. Teaching and Teacher Education, 47(1), 30-41.

Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013–1055.

Ingersoll, R., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201–233.

Núñez-Méndez, M. y Picón, M. (2024). El docente novel en educación superior: Un programa de formación para el profesor universitario. DiEditores.

Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.

Zeichner, K., & Liston, D. (1996). Reflective teaching: An introduction. Lawrence Erlbaum Associates.

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Publicado

2025-07-09

Cómo citar

Núñez Méndez, M. (2025). El docente novel en educación superior. Cuaderno De Pedagogía Universitaria, 22(44), 182–185. Recuperado a partir de https://www.cuaderno.wh201.pucmm.edu.do/index.php/cuadernodepedagogia/article/view/691