English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The purpose of this research is not to discredit the work traditionally has been developed by architects educational projects; on the contrary, it is intended to disclose what the pedagogical content knowledge (CDC) of the professional National Experimental University of Tachira (UNET), located in the city of San Cristobal, Venezuela. The CDC technical professionals is of great importance in academic practice, in this case the architect teacher has the responsibility to pass through the-creative teaching tools for integrating basic training elements that create a product guidelines, approaching the reality. These objectives were to: identify the theoretical foundations about the didactic knowledge, determine the teaching strategies used by architects teachers UNET in the course of projects, describe the knowledge of the current educational content teacher projects, and synthesize from the point of view of the process of teaching and learning possible solutions to be implemented by teachers in the department of architecture projects. Within the paradigm qualitative methodology with ethnomethodological approach, which allowed us to evaluate how this behavior specialist teacher within the classroom stands; considering stage the Design Workshop and selecting a purposive sample of 07 teachers and 34 students from the last 2 semesters of Projects VII and VIII of the School of Architecture. Data collection techniques were used, as the survey and observation, accompanied by the questionnaire with open and closed questions framed in education, academia and educational categories; elements premeditated by the researchers allowed valuable information to define the professional CDC study. The data analysis was through SPSS in order to categorize and identify commonalities of the information obtained. The findings revealed a deficiency in terms of the CDC and the implementation of teaching strategies in the development of the course project.

El conocimiento didáctico del contenido (cdc) de los docentes de la cátedra de proyectos en la carrera de arquitectura de la UNET