Resumen

DOTTA, Leanete Thomas  y  LOPES, Amélia. Education climates: construction of a conceptual framework suitable to study the training of professionals in higher education. Rev. Diálogo Educ. [online]. 2015, vol.15, n.44, pp.197-221. ISSN 1981-416X.  https://doi.org/10.7213/dialogo.educ.15.044.AO01.

The strong changes which occurred in higher education - namely the insistence on social relevance of training's social relevance towards employment and professional activity - resulted in the growing importance of training environments. The guiding idea is that effective learning also depends on a series of learning opportunities that are beyond what a teacher can offer his students in a classroom. The adopted denominations and utilized concepts are many, - "organizational climate", "organizational culture", "school climate", "epistemic culture", "professional knowledge landscape", among others - and each captures, in its own way, partial aspects of the study field. Starting from reviewing literature about said concepts and establishing relationships between them, we intend to present a theoretical-conceptual frame that we call "Professional Training Climates", which has the potential to provide elements towards a systemic-ecological analysis of the complexities inherent to the formative processes of professionals in higher education regardless of their professional field.

Palabras clave : Professional Education Climate; Higher Education; Organizational Climate and Organizational Culture. Epistemic Culture; Professional Knowledge Landscapes.

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