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dc.contributor.author | Estapé Dubreuil, Glòria | es_ES |
dc.date.accessioned | 2020-01-10T09:36:02Z | |
dc.date.available | 2020-01-10T09:36:02Z | |
dc.date.issued | 2018-12-28 | |
dc.identifier.issn | 1887-4592 | |
dc.identifier.uri | http://hdl.handle.net/10251/134186 | |
dc.description.abstract | [ES] Introducción al monográfico sobre TFG | es_ES |
dc.language | Español | es_ES |
dc.publisher | Universitat Politècnica de València | es_ES |
dc.relation.ispartof | REDU. Revista de Docencia Universitaria | es_ES |
dc.rights | Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) | es_ES |
dc.subject | Trabajo final de grado | es_ES |
dc.title | El papel de los TFG en la formación universitaria | es_ES |
dc.type | Artículo | es_ES |
dc.type | Otros | es_ES |
dc.identifier.doi | 10.4995/redu.2018.11175 | |
dc.rights.accessRights | Abierto | es_ES |
dc.description.bibliographicCitation | Estapé Dubreuil, G. (2018). El papel de los TFG en la formación universitaria. REDU. Revista de Docencia Universitaria. 16(2):9-12. https://doi.org/10.4995/redu.2018.11175 | es_ES |
dc.description.accrualMethod | OJS | es_ES |
dc.relation.publisherversion | https://doi.org/10.4995/redu.2018.11175 | es_ES |
dc.description.upvformatpinicio | 9 | es_ES |
dc.description.upvformatpfin | 12 | es_ES |
dc.type.version | info:eu-repo/semantics/publishedVersion | es_ES |
dc.description.volume | 16 | es_ES |
dc.description.issue | 2 | es_ES |
dc.identifier.eissn | 1887-4592 | |
dc.relation.pasarela | OJS\11175 | es_ES |
dc.description.references | Greenbank, P., & Penketh, C. (2009). Student autonomy and reflections on researching and writing the undergraduate dissertation. Journal of Further and Higher Education, 33(4), 463-472. https://doi.org/10.1080/03098770903272537 | es_ES |
dc.description.references | Hill, J., Kneale, P., Nicholson, D., Waddington, S., & Ray, W. (2011). Re-framing the Geography Dissertation: A Consideration of Alternative, Innovative and Creative Approaches. Journal of Geography in Higher Education, 35(3), 331-349. https://doi.org/10.1080/03098265.2011.563381 | es_ES |
dc.description.references | Jawitz, J., Shay, S., & Moore, R. (2002). Management and assessment of final year projects in engineering. International Journal of Engineering Education, 18(4 SPEC.), 472-478. Retrieved from http://mendeley.csuc.cat/fitxers/68435833163bb0cc6b0c6549c4d0fa76 | es_ES |
dc.description.references | Jornadas RED-U. (2016). TFG/TFM ... ¿Cómo convertirlas en experiencias educativas de alto valor? Retrieved from http://jornadas2016.red-u.org/ | es_ES |
dc.description.references | Mateo, J., Escofet, A., Martínez, F., Ventura, J., & Vlachopoulos, D. (2012). The Final Year Project (FYP) in social sciences: Establishment of its associated competences and evaluation standards. Studies in Educational Evaluation, 38(1), 28-34. https://doi.org/10.1016/j.stueduc.2011.12.002 | es_ES |
dc.description.references | Rowley, J., & Slack, F. (2004). What is the future for undergraduate dissertations? Education and Training, 46(4), 176-181. https://doi.org/10.1108/00400910410543964 | es_ES |
dc.description.references | TFGs. (2017). II Congreso Interuniversitario sobre el Trabajo de Fin de Grado. Un debate abierto sobre la situación actual en la Universidad española. Retrieved from http://congresotfg.uva.es/ | es_ES |
dc.description.references | Todd, M., Bannister, P., & Clegg, S. (2004). Independent inquiry and the undergraduate dissertation: Perceptions and experiences of final-year social science students. Assessment and Evaluation in Higher Education, 29(3), 335-355. https://doi.org/10.1080/0260293042000188285 | es_ES |