Formación previa y legislación vigente: incidencia en la elaboración de unidades didácticas
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2025-06-30
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Universidad de Cuenca
Resumen
La unidad didáctica manifiesta la estructura programática para la implementación del proceso de enseñanza-aprendizaje. A pesar de su relevancia, se trata de un género con escasas investigaciones en torno a las dificultades de su producción. A través de la aplicación de una herramienta taxonómica este estudio tiene por objeto analizar la variación de las dificultades y omisiones que presentan los estudiantes del Máster en Formación del Profesorado en la producción de dicho género tomando como variables la legislación educativa (LOMCE y LOMLOE) así como su formación previa. Método: Se analizan 96 unidades didácticas producidas por estudiantes del Máster durante tres cursos académicos (2020-2021 a 2022-2023). Resultados: La variable legislativa evidencia sufrir variaciones (menor índice de dificultad con LOMLOE que con LOMCE) e, igualmente, la formación previa también (menor dificultad en Humanidades frente a áreas como Psicología, Ciencias o Matemáticas). Discusión: Estas dos variables refieren implicaciones que deben ser respondidas desde el punto de vista didáctico dentro del proceso de enseñanza-aprendizaje de la acción programática.
The didactic unit manifests the programmatic structure of the teacher for the implementation of the teaching-learning process. Despite its relevance, it is a genre with little research on the difficulties of its production. Thus, through the application of a taxonomic tool of analysis, this study aims to analyze the variation of the difficulties and omissions presented by students of the Master's Degree in Teacher Training in the production of this genre, taking as variables the educational legislation (LOMCE and LOMLOE) and the previous training of the students. For this purpose, 96 didactic units produced by Master's students during three academic years (2020-2021 to 2022-2023) are analyzed. The legislative variable shows variations (lower difficulty index with LOMLOE than with LOMCE) and, likewise, so does the previous training (lower difficulty in Humanities compared to areas such as Psychology, Science or Mathematics). In conclusion, these two variables have implications that must be addressed from the didactic point of view within the teaching-learning process of the programmatic action.
The didactic unit manifests the programmatic structure of the teacher for the implementation of the teaching-learning process. Despite its relevance, it is a genre with little research on the difficulties of its production. Thus, through the application of a taxonomic tool of analysis, this study aims to analyze the variation of the difficulties and omissions presented by students of the Master's Degree in Teacher Training in the production of this genre, taking as variables the educational legislation (LOMCE and LOMLOE) and the previous training of the students. For this purpose, 96 didactic units produced by Master's students during three academic years (2020-2021 to 2022-2023) are analyzed. The legislative variable shows variations (lower difficulty index with LOMLOE than with LOMCE) and, likewise, so does the previous training (lower difficulty in Humanities compared to areas such as Psychology, Science or Mathematics). In conclusion, these two variables have implications that must be addressed from the didactic point of view within the teaching-learning process of the programmatic action.
Palabras clave
Dificultades de aprendizaje
Diseño curricular
Formación previa
Legislación educativa
Unidad didáctica
Curriculum design
Educational legislation
Learning difficulties
Previous training
Diseño curricular
Formación previa
Legislación educativa
Unidad didáctica
Curriculum design
Educational legislation
Learning difficulties
Previous training
Descripción
Materias
Cita
Korres, O., Torres Gómez de la Llamosa, V., & Velasco Luzuriaga, E. (2025). Formación previa y legislación vigente: incidencia en la elaboración de unidades didácticas. Maskana, 16(1), 217-235. https://doi.org/10.18537/MSKN.16.01.14