LA ALTERNANCIA EN FORMACIÓN, OTRA MIRADA PARA CUESTIONAR LOS SENTIDOS DEL ANÁLISIS DE LAS PRÁCTICAS DE ENSEÑANZA
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Dentro del contexto de la formacion profesional, existe una revision del marco teorico-conceptual y los enfoques metodologicos para analizar las situaciones de aprendizaje docente en ambientes de formacion y laboral. El presente estudio plantea la necesidad de encontrar un punto de convergencia en los dos ambitos referidos. El articulo comienza con una definicion de los principales componentes de la alternancia en la formacion, tanto organizacional como didacticamente. La segunda parte cuestiona la relevancia y el sentido de conciliar las situaciones profesionales y de formacion. El ultimo capitulo es un intento por comprender la situacion didactica que posibilita la convergencia entre las situaciones profesionales y de aprendizaje. Finalmente se concluye que la alternancia propuesta, es decir, distintas situaciones desde una perspectiva dialectica, puede contribuir al aprendizaje profesional
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it