Browsing by Author "Jarro Pandi, Janneth Silvana"

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    Dolores J. Torres: bosquejo sobre una filosofía de la educación
    (2015) García Paredes, Tatiana Melissa; Jarro Pandi, Janneth Silvana; León Pesántez, Catalina Soledad
    The following research provides an outline of the philosophy of education in Dolores J. Torres’ path, taking into account various concepts of the philosophy of education in which the main point is related with the educational practice. Therefore, it is detailed the teaching-learning methods that Dolores J. Torres applied, taught and left as benefit in the cuencana education. This research develops also a historical outline of the education before and at the beginning of the Liberal Revolution; the protagonism which takes the women in this period to be recognized as subjects of law and to access to paths than before had been relegated such as education, politics, public spheres and the creation of the first Normalist Institutions of the country to the formation of teachers as “Manuela Cañizares” Normalist Misses Institute in which Dolores J, Torres was educated like the first cuencanaNormalist. Also, it makes a review about life and trajectory of Dolores J. Torres. Finally, it makes an outline of the Dolores J. Torres’ educational philosophy by detailing the pedagogical methods which were applied in the "Tres de Noviembre" Elementary School the same that was converted as the symbol of her educative path.
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    Evaluación y acreditación de las carreras de Jurisprudencia y Odontología de la Universidad de Cuenca: perspectivas docentes
    (Universidad de Cuenca, 2020-09-30) Jarro Pandi, Janneth Silvana; Jerves Hermida, Elena Monserrath
    This qualitative and cross-sectional study was carried out to analyze the perspectives of university professors as key actors and directly involved in the assessment and accreditation processes. The period from 2013 to 2017 was studied to understand the impact of CEAACES regulation and the assessment in Law and Dentistry majors. Professors' perspectives regarding their participation aimed to face the accreditation and assessment processes were analyzed through interviews that included the participation of authorities and professors from both faculties. The opinions of the participants allowed the researchers to know about the general perception of the bureaucratic, strict, and imposed nature of the process. They claimed that there was an overemphasis on the presentation of evidence and documents that had not previously been required. However, the participants in this study agree that the assessment was positive because it allowed reflection on their work. The findings of this research enable to establish recommendations to improve the involvement of all members of the university community in improving the quality of education