¿Qué habilidades debe promover la formación inicial docente del siglo XXI? : propuesta para un diagnóstico preventivo
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Fecha
2016
Profesor/a Guía
Facultad/escuela
Idioma
es
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
El presente estudio tiene como propósito presentar el resultado de una investigación que indaga acerca de las evaluaciones diagnósticas que realizan diversas universidades del mundo en Formación Inicial Docente (FID). Su finalidad última es la de caracterizar qué tipo de habilidades deberían ser evaluadas en alumnos que ingresan a primer año de educación superior en las carreras de pedagogía, considerando que esta realidad difiere dependiendo de cada país, al igual que las exigencias y la valoración a la profesión. La investigación es de carácter cualitativo, utilizando métodos de la teoría fundamentada, la cual pretende recopilar y analizar instrumentos evaluativos aplicados en FID. De esta forma, se busca conocer las habilidades de entrada que serían pertinentes desarrollar para enfrentar la docencia, además, reconocer sus fortalezas y debilidades, para posteriormente potenciarlas previniendo el fracaso o la deserción docente. Enseñar es una actividad muy compleja que desgasta tanto física como psicológicamente si no se tiene las competencias, habilidades cognitivas y socio-afectivas necesarias que requiere la docencia, habilidades que no se han apreciado a cabalidad en las pruebas diagnósticas analizadas, ya que se centran en su mayoría en medir habilidades instrumentales a través de preguntas de selección múltiple o desarrollo, a comienzos del año académico y de manera presencial para posteriormente tabular los resultados y realizar tutorías.
El aporte desde la psicopedagogía es establecer mecanismos de acompañamiento y nivelación para los estudiantes en FID, además de realizar un estudio previo y posterior evaluación en las áreas socio-afectivas, cognitivas e instrumentales conceptuales y estilos de aprendizaje.
This study’s purpose is to present the result of an investigation that delves about different diagnostic tests that diverse universities around the world do in Initial Teacher Training (ITT). Its final purpose is to characterize what type of skills should be evaluated in students that enter the first year of upper education in the courses of pedagogy, considering that this reality differs depending on each country, just like the requirements and assessments to the career. This investigation is qualitative one, using methods of the founded theory, which pretends to gather and analyze evaluative instruments that are used in ITT. In this way, it is looked to know the skills of entrance that would be relevant to develop to confront the teaching, besides that, to recognize its strengths and weaknesses, to later maximize them preventing the failure or the teaching desertion. Teaching is a very complex activity that wears both physically and psychologically if one does not have the necessary competences, cognitive and socio-affective skills required by teaching, skills that have not been fully appreciated in the diagnostic tests analyzed, since they focus on their majority in measuring instrumental skills through multiple selection or development questions, at the beginning of the academic year and in person to later tabulate the results and carry out tutorials. The contribution from the psychopedagogy is to establish mechanisms of accompaniment and leveling for students in ITT, in addition to performing a previous study and subsequent evaluation in the socio-affective, cognitive and instrumental conceptual areas and learning styles.
This study’s purpose is to present the result of an investigation that delves about different diagnostic tests that diverse universities around the world do in Initial Teacher Training (ITT). Its final purpose is to characterize what type of skills should be evaluated in students that enter the first year of upper education in the courses of pedagogy, considering that this reality differs depending on each country, just like the requirements and assessments to the career. This investigation is qualitative one, using methods of the founded theory, which pretends to gather and analyze evaluative instruments that are used in ITT. In this way, it is looked to know the skills of entrance that would be relevant to develop to confront the teaching, besides that, to recognize its strengths and weaknesses, to later maximize them preventing the failure or the teaching desertion. Teaching is a very complex activity that wears both physically and psychologically if one does not have the necessary competences, cognitive and socio-affective skills required by teaching, skills that have not been fully appreciated in the diagnostic tests analyzed, since they focus on their majority in measuring instrumental skills through multiple selection or development questions, at the beginning of the academic year and in person to later tabulate the results and carry out tutorials. The contribution from the psychopedagogy is to establish mechanisms of accompaniment and leveling for students in ITT, in addition to performing a previous study and subsequent evaluation in the socio-affective, cognitive and instrumental conceptual areas and learning styles.
Notas
Tesis (Psicopedagoga, Licenciada en Educación)
Palabras clave
Educadores, Formación Profesional, Chile