Modes of Educational Transmission in an Undergraduate University Course
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Abstract
This paper analyzes the educational modes of transmission in Psychodiagnosis, an undergraduate course at the Faculty of Psychology of the National University of Tucumán. These modes are characterized by a set of devices that define each period. According to Alfredo Furlan (1999), the study of teaching strategies leads to the search for a significant key to understanding the major modes of transmission carried out through schooling.
The objectives are to examine two modes of transmission used in the teaching of Psychodiagnosis from the 1960s to the present, to characterize and compare them, taking into account the formative commitments derived from them and the contexts in which they emerged.
The so-called traditional teaching model and distance education are analyzed in terms of roles, communication, class organization, and mode of transmission. The historical overview shows the persistence of the didactic mode during the early years of the Psychology program in Tucumán. In this mode of transmission, the formative commitment refers to the way in which the teacher transmits knowledge; it is the teacher who sustains the basic formative work.
In the 1990s, the curricular mode prevailed, insofar as emphasis was placed on the path traced by each student, the recovery of prior learning, the connection with later stages of the degree program, and professional practice in the local context. At present, although the mode of transmission in Psychodiagnosis is predominantly curricular, it retains features of the didactic mode and incorporates educational technology.
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The author/s grant exclusive license without temporary limit for the manuscript to be published in Cuadernos-FHyCS edited by Humanides the Faculty of Social Science, National University of Jujuy.
References
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