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Personal qualities of the school’s principal in the knowledge-based society
(2013)
Parés Gutiérrez, Isabel
Knowledge-based Society has challenged schools. Educating people able to transform information into knowledge and then, produce new ideas requires visionary leaders that know how to articulate the elements of the institution. The school’s management is far from being a simple task and it becomes even more convoluted in this ephemeral word. For this reason, the principal must be able to preserve the essence of the school, but at the same time he must push the school towards innovation to respond to the present needs. Consequently, he requires specific training, understanding that he is a leader and a learner in a community of people that seek for the perfection of the human being. The school is formed by “a group of members where tasks and responsibilities are divided in order to reach the established objectives” (Isaacs, 2005, p. 25). It is a synthesis of personal expectations that requires the integration of all resources and efforts for it to burgeon. Hence, the school’s principal is responsible for its management and success. He amalgamates the technical and the pedagogical aspects; he is a guide that inspires the ethical behavior; he plans, organizes, empowers, trusts, motivates, supervises and gives feedback to ensure the school’s educational quality and to adapt it to today’s Knowledge Society, the new economical and political order where technology has changed the patterns of production, and where globalization is imminent. With knowledge as the main source of wealth, the key element is the person, who "transforms and uses information in order to create and apply knowledge for human development" (UNESCO, 2005). Thus, education is key. Schools must become institutions fit for the Knowledge-based Society by encouraging innovation, problem solving and research, but in order to achieve that, the principal has to be the first one to develop and to promote them among the community. After studying the personal qualities of 8 principals of different institutions, the characteristics of the Knowledge Society, and the theories of school management the following can be concluded: The school principal needs to be a mature person that shares the school’s philosophy. Among his personal characteristics, he needs to be sociable, assertive, charismatic, resilient and empathetic. He needs to know who to work with others, and for that, negotiation and communication are fundamental. He must be a leader and a visionary that motivates, adapts easily, and innovates. He ought to have the pedagogical formation, the knowledge of educational legislation, and experience in the teaching sector. As mentioned above, the principal’s qualities demand specific knowledge and skills circumscribed in the nature of his responsibilities. Defining the profile in advance, by studying the tasks of management and the characteristics of the Knowledge Society allows the institutions to be more assertive while choosing a principal, and on the other hand, to identify strengths and weaknesses of current principals.
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Competencias directivas del docente universitario
(Universidad Panamericana, Escuela de Pedagogía, 2017-11-11)
Villalobos Torres, Elvia Marveya
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Parés Gutiérrez, Isabel
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
The directive competences of the university faculty member in an educative institution, are first of all constituted by the integration and the coordination of the personal competences, these represent a personal integration and coordination of savoir-faire, knowledge, and qualities. The vision of the faculty member must consider its role as director of the group of students he is in charge, because the formation of young people depends on him. This formation must be based in a profile of diverse areas of the knowledge of the university, in order to make the students competent individuals who collaborate with the social improvement of our country. Without this vision of the educational-leader, of the educational-director, the results that Mexico requires to continue with the progress of each person and of the society that conform our country will be hard to reach.
6 135
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Reflexión sobre la evaluación en la formación universitaria
(Universidad Panamericana, 2004)
Kaiser Aranda, Ingrid
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Parés Gutiérrez, Isabel
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Villarreal-García, Mónica Adriana
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Campus Ciudad de México
Cara al encuentro del alumno con el ámbito profesional, la evaluación universitaria cobra una importancia radical en el Proceso Enseñanza-Aprendizaje. Pero no puede tratarse, de ninguna manera, de una simple verificación numérica de lo que el profesor ha buscado transmitir. Una verdadera evaluación –en cualquier grado, pero aún más en el universitario– requiere tener como objetivo valorar la auténtica formación de cada estudiante. Es por ello que la evaluación buscará ser continua, integral, sistemática. Se trata, entonces, de un instrumento flexible que proporciona un conocimiento profundo del alumno y que, gracias a ello, permite ayudarlo para mejorar su Proceso Enseñanza-Aprendizaje. Vista así, la evaluación es un termómetro creativo que utiliza el docente comprometido en la mejora del alumno, de sí mismo y de la sociedad.
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Improving teacher development and training
(Universidad Panamericana, 2002)
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Parés Gutiérrez, Isabel
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Villarreal-García, Mónica Adriana
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CLAUDIA FABIOLA ORTEGA BARBA;271602
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Campus Ciudad de México
Professional development is a vital component for ongoing teacher education and it plays a central role on principals and teachers. This development is commited to improve teacher’s instructional methods, their ability to adapt education to meet students needs, and their classrooms management skills; and the need to establish a professional culture that relies on shared beliefs about the importance of teaching and learning and that emphasizes teacher comradeship.
10 488
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Responsabilidad de la empresa ante la persona humana
(Universidad Panamericana, 2001)
Parés Gutiérrez, Isabel
;
Campus Ciudad de México
La responsabilidad de la empresa ante la persona humana implica fomentar la formación y autorrealización de sus empleados; al considerarlos individuos con facultades (intelectiva y volitiva), dignos y libres, deben actuar con responsabilidad. La empresa debe guiarse por la Ética, para que el individuo, la empresa misma y la sociedad -por medio de la educación, para y en el trabajo- atiendan a una necesidad social y contribuyan así al bien común.
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