EDUCATION CLIMATES: CONSTRUCTION OF A CONCEPTUAL FRAMEWORK SUITABLE TO STUDY THE TRAINING OF PROFESSIONALS IN HIGHER EDUCATION
The strong changes which occurred in higher education — namely the insistence on social relevance of training’s social relevance towards employment and professional activity — resulted in the growing importance of training environments. The guiding idea is that effective learning also depends on a s...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Editora Universitária Champagnat - PUCPRESS
2015-07-01
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| Series: | Revista Diálogo Educacional |
| Online Access: | https://periodicos.pucpr.br/index.php/dialogoeducacional/article/view/5110 |
| Summary: | The strong changes which occurred in higher education — namely the insistence on social relevance of training’s social relevance towards employment and professional activity — resulted in the growing importance of training environments. The guiding idea is that effective learning also depends on a series of learning opportunities that are beyond what a teacher can offer his students in a classroom. The adopted denominations and utilized concepts are many, — “organizational climate”, “organizational culture”, “school climate”, “epistemic culture”, “professional knowledge landscape”, among others — and each captures, in its own way, partial aspects of the study field. Starting from reviewing literature about said concepts and establishing relationships between them, we intend to present a theoretical-conceptual frame that we call “professional training climates”, which has the potential to provide elements towards a systemic ecological analysis of the complexities inherent to the formative processes of professionals in Higher Education regardless of their professional field. |
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| ISSN: | 1518-3483 1981-416X |