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dc.contributor.authorAraneda, Daniel Serey
dc.contributor.authorSamuel, Marjorie
dc.contributor.authorDíaz-Levico, Danilo
dc.date.accessioned2024-04-10T00:30:38Z
dc.date.available2024-04-10T00:30:38Z
dc.date.issued2023
dc.identifier10.6018/reifop.546481
dc.identifier.issn15750965
dc.identifier.urihttps://hdl.handle.net/20.500.12728/10465
dc.description.abstractThe objective of the study was to know the impact of the components on the teaching and learning processes of students of early childhood careers in Chile. To achieve this objective, a quantitative, non-experimental, cross-sectional methodology was followed. The sample consisted of 851 students from the first to the fifth year of the Pedagogy in Early Childhood Education (Early Childhood Education) course from 14 Chilean universities, to whom an adhoc constructed questionnaire was applied, presenting adequate validity and reliability indices. The results show that, at the level of the learning dimension, a low percentage of student's state that teachers do not know their learning needs, which implies that they feel disconnected from the methodology used by teachers. The results obtained indicate the need for university institutions to make greater efforts in relation to learning that includes solid consolidation paths, where not only the tutorial work for the students is consolidated, but also for the professionals involved that implies a true development. of the learnings. © 2023 AUFOP. All rights reserved.es_ES
dc.language.isoeses_ES
dc.publisherAUFOPes_ES
dc.subjectearly childhoodes_ES
dc.subjectevaluationes_ES
dc.subjectlearninges_ES
dc.subjectTeacher traininges_ES
dc.subjectteachinges_ES
dc.titleIdentification of learning needs in Early Childhood Bachelor studentses_ES
dc.title.alternativeIdentificación de las necesidades de aprendizaje del estudiantado de Educación Infantiles_ES
dc.typeArticlees_ES


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