Pedagogical mediation practices and teaching competencies within the new educational policies of the MEP, applied in the Early Childhood Cycle and the Transition Cycle
DOI:
https://doi.org/10.47633/9540xp47Keywords:
Mediación pedagógica, políticas educativas, programa de estudio, nivel preescolar, nivel transiciónAbstract
In Costa Rica, education is a fundamental pillar of national idiosyncrasy and culture. Its practice, scope, and foundations are supported by the Political Constitution itself.
The Ministry of Public Education (MEP), in its role as the governing authority of education and as a cornerstone of the development and updating of curricula and educational policies, enacted a new Educational Policy in 2017, along with the corresponding curricula for its implementation.
The Early Childhood Cycle and the Transition Cycle underwent the most significant structural changes, as new units were introduced and contents were organized differently.
This study determined that pedagogical mediation and competency-based learning are embedded in the development of the new curriculum; therefore, training in pedagogical mediation is highly necessary for Costa Rican educators.
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References
Consejo Superior de Educación (2017). La persona: centro de proceso educativo y sujeto transformador de la sociedad. Costa Rica: Ministerio de Educación Pública. https://www.mep.go.cr/sites/default/files/page/adjuntos/politicaeducativa.pdf
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Copyright (c) 2020 Karla Arguedas Zeledón, Inés Cornejo Ruh, Gloriana Valverde Rodríguez
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