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Relevant bibliographies by topics / Psychopedagogue

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Journal articles

Academic literature on the topic 'Psychopedagogue'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 June 2025

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Journal articles on the topic "Psychopedagogue"

1

García-Fuentes de la Fuente, Carmen Delia, Olga Rodríguez Rodríguez, and Sonia Rodríguez Fernández. "Características competenciales del psicopedagogo. Una aproximación desde la Comunidad Autónoma de Galicia." REOP - Revista Española de Orientación y Psicopedagogía 17, no. 1 (2014): 99. http://dx.doi.org/10.5944/reop.vol.17.num.1.2006.11341.

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RESUMENEn este trabajo se presenta una revisión sobre aspectos teóricos del ámbito de las competencias profesionales y una reflexión sobre las características competenciales del/la psicopedagogo/a. Se concluye el trabajo con una aplicación práctica en una muestra de la Comunidad Autónoma de Galicia.ABSTRACTThis article shows a revision about the theoretical aspects in the area of professional competencies and a discussion about the competence features of the psychopedagogue. The work ends with a practical application in a sample of the Galician Autonomous Community.

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2

Martínez Figueira, Mª Esther. "¿Qué saben los tutores del practicum de psicopedagogía sobre la acción tutorial?" REOP - Revista Española de Orientación y Psicopedagogía 19, no. 1 (2014): 73. http://dx.doi.org/10.5944/reop.vol.19.num.1.2008.11409.

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RESUMENSe lleva bastante tiempo devanando el ovillo de la contribución de las prácticas pre-profesionales a la formación de los psicopedagogos y, particularmente, del papel que ejercen los tutores en dicha formación. Por esta razón, se ha realizado un estudio cualitativo con el que se pretende analizar la acción tutorial que desempeñan los tutores del practicum de Psicopedagogía. El análisis de contenido de las entrevistas realizadas desvela el desconocimiento generalizado del que participan los tutores ante un papel no aprendido.ABSTRACTThe contribution of the pre-professional practical training to the qualification of the psychopedagogues (guidance counsellors), and more specifically the role of the tutors within such training, has been a conern for a long time. This is the reason why a qualitative study has been undertaken in order to try to analyze the tutorial action carried out by the practicum tutors of Psychopedagogy. The content of the interviews has been analyzed showing a generalized lack of knowledge towards a non-learned role which is shared by the tutors.

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3

Martland, James R. "Psychopedagogy Shows the Way." Journal of Education for Teaching 19, no. 4 (1993): 163–81. http://dx.doi.org/10.1080/0260747930190415.

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4

Espinoza Vásquez, Rodrigo Alberto, and Emilio Alberto Ortiz Torres. "Estudio comparado del desarrollo histórico de la Psicopedagogía en Cuba y Chile." Revista Española de Educación Comparada, no. 32 (December 29, 2018): 33. http://dx.doi.org/10.5944/reec.32.2018.22410.

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Psychopedagogy is an interdisciplinary science with great growth in Latin American countries, but there are few studies that address its historical evolution, according to its peculiarities. The objective of this article was to carry out a comparative study of the historical development of the Psychopedagogy between Chile and Cuba, two Latin American nations that share a peculiar past and presentto determinate coincidences and differences. The historical background, institutionalization and national contributions wereselected as indicators, which allowed showing the similarities and differences according to the historical, economic, cultural and political development peculiar to each country, with a previous evolution of Psychology and Pedagogy. , as basal sciences, from the influences of foreign conceptions deeply rooted in the educational field, but with a creative, contextualized and successful work of professionals in Psychopedagogy, adapting them to the historical needs of each country and achieving the solution of educational problems and at the same time enrich this science. Psychopedagogy has a certain maturity as an interdisciplinary science in full development in the current conditions of Cuba and Chile.

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5

Poliakov, Sergey D. "Psychopedagogy: Formation and Problematization of the Case Study." Volga Region Pedagogical Search 27, no. 1 (2019): 20–30. http://dx.doi.org/10.33065/2307-1052-2019-1-27-20-30.

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6

Jagieła, Jarosław. "Psychopedagogy of the unconscious and insight (part 1)." Edukacyjna Analiza Transakcyjna 5 (2016): 215–42. http://dx.doi.org/10.16926/eat.2016.05.14.

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7

Sultanova, I. "Three-component taxonomy of Abdul Alizada in Azerbaijan psychopedagogy." Pedagogy and Psychology 45, no. 4 (2020): 248–54. http://dx.doi.org/10.51889/2020-4.2077-6861.30.

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The article examines the concept of Alizade’s three-component taxonomy, which is the psychological basis of the national educational program in Azerbaijan. It is noted that the taxonomy of learning goals has been studied by various scientists as an object of research since the 1930s, conceptual models have been created that reflect the structure of cognitive processes and intelligence. A.Alizade was the first to create a three-component taxonomy based on the principles of modern education theory. There are two variants of Alizade’s taxonomy. In the first version (1998), taxa are analyzed in the context of the Education –Development – Education trilogy with conceptual dimensions of modern education theory. In the second version (2007) of the trilogy the following: «Education – Development Culture». «Three-component taxonomy» by professor A.Alizade is the scientific and psychological basis of the document «Concept of general education (National Curriculum) in the Republic of Azerbaijan». Research conducted confirms the need for educational taxonomies to set the right educational goals so that students can formulate objectives correctly, select adequate assessment tools, and conduct accurate analysis based on learning In our opinion, in the current context of education reform in our country, there is a need for a broader study of the philosophical, psychological and pedagogical issues of the concept of taxonomy of learning objectives.

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8

Moreu, Ángel C., and Rafael Bisquerra. "Los orígenes de la psicopedagogía: El concepto y el término." REOP - Revista Española de Orientación y Psicopedagogía 13, no. 1 (2014): 17. http://dx.doi.org/10.5944/reop.vol.13.num.1.2002.11583.

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RESUMENEl artículo contiene los resultados de una indagación centrada en las primeras décadas del siglo XX, orientada a descubrir dónde, cuándo y en referencia a qué aparece el término "psicopedagogía" y sus derivados ("psicopedagógico/a", "psicopedagogo/a"). La investigación queda enmarcada en los procesos que dieron lugar a la fundación de la orientación profesional, psicología experimental, la pedagogía científica y la psiquiatría infantil. Unos procesos que diseñaron, más o menos explícitamente, el nuevo entorno de la psicopedagogía en el marco más general del movimiento paidológico o del child study predominante en el período.ABSTRACTThis article includes the results of a research focused on the first decades of the XXth. century, directed to clarify when, where and in reference to what the term "psychopedagogy" and his derivatives has appeared. The research is framed in the processes which led to the foundation of vocational guidance, experimental psychology, scientific pedagogy and child psychiatry. These processes contributed to design, more or less explicitly, the new context of psychopedagogy in the more general frame of the paidological mouvement or the child study mouvement, who were of the utmost importance at this time.

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9

Kornas-Biela, Dorota. "Chiara Lubich’s “Resurrection of Rome”. Reflections in Light of Special Psychopedagogy." Paedagogia Christiana 43, no. 1 (2019): 123. http://dx.doi.org/10.12775/pch.2019.005.

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10

Villella, José, and Victoria Güerci. "Ayudar a aprender matemática sin enseñar: la construcción del conocimiento didáctico matemático en profesionales de la psicopedagogía." revistamultidisciplinar.com 3, no. 1 (2021): 5–15. http://dx.doi.org/10.23882/di2153.

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In this article we share the basics, planning and example of a professional training course for psychopedagogy professionals in Argentina. We characterize the proposal as a mathematical workspace (Kusniak, 2011), energized by an instrumental orchestration process (Trouche, 2018) where participating professionals can build specialized knowledge (Carrillo et. al, 2013). We promote a critical and democratic reflection on the teaching and learning of mathematics (Skovsmose, 1999) and the construction of mathematical didactic knowledge in those who do not have the function of teaching this discipline in school.

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