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Competencias socioemocionales de docentes con experiencia en contraste con docentes en formación
(Universidad Panamericana, Escuela de Pedagogía, 2024)
Samaniego González, Elizabeth
;
Reyes Meza, Verónica
;
Álvarez Barbosa, David
El objetivo de la investigación fue determinar si las competencias socioemocionales (CSE) del docente se fortalecen a lo largo de su experiencia profesional, comparando las CSE de docentes en formación en la Licenciatura en Educación con los docentes experimentados en la educación al frente de un grupo. Se realizó una investigación cuantitativa no experimental de tipo descriptivo, en la que participó una muestra de 22 docentes en la última etapa de formación pedagógica en la Licenciatura de Enseñanza y Aprendizaje de Telesecundaria y 36 docentes con experiencia en el aula que no cuentan con la formación docente inicial y que actualmente se encuentran laborando dentro del sistema educativo mexicano. A los dos grupos se les aplicó la prueba Inventario de Cociente Emocional, obteniendo como resultado una diferencia en el puntaje general de cociente emocional que evidencia que los docentes con experiencia presentan CSE más desarrolladas, esta diferencia es significativa, a pesar de que no tuvieron una formación como docentes.
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La mejora de la competencia comunicativa docente mediante propuestas dramáticas teatrales: un estudio cualitativo
(Universidad Panamericana, Escuela de Pedagogía, 2023)
Iglesias Martínez, Marcos Jesús
;
Camús Ferri, María del Mar
;
Lozano Cabezas, Inés
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
Didactic communication is a key element in the management of educational and pedagogical processes that take place in the classroom. This allows to organize effective and efficient learning environments in the classroom and promotes environments of communicative exchange with students that generate interest, thought and emotion for education. In the educational stages related to childhood, it is especially relevant to guide the construction of knowledge and the acquisition of skills and abilities. However, it is still subtly promoted in university spaces; and the attempts to train teachers in communicative competence are reduced, in general, to the practice of oral presentations, far removed from the school communicative reality. Multisensory theater pedagogy is another way of learning to communicate in the classroom. The main objective of this research is to analyze the development of learning situations based on theater pedagogy as a teaching strategy that improves didactic communication in teaching-learning processes from the narratives of teachers and teachers. The results indicate that it is a valuable pedagogical tool for the development of communication and pedagogical skills in teachers in general, and for those who are being trained in particular.
2 92
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Calidad del docente universitario en la carrera de educación en la UISRAEL, Ecuador
(Universidad Panamericana, Escuela de Pedagogía, 2023)
Quintero Cordero, Yolvy Javier
;
Bustillos Peña, Mayra Alejandra
;
Molina Prendes, Norma
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
The fundamental objective of this article is to diagnose the educational quality that the university professor of the Education degree demonstrates in his praxis, at the Israel Technological University (UISRAEL), located in the city of Quito. He relied on the theoretical references of Kant (1985), Aristotle (1985), Touriñan (2019), Freire (1985) (1971) (1997) and Valleys (2021), among others. It is a mixed or complementary study; from the quantitative point of view, it is descriptive and projective. It presents a transectional- field design, the survey was used as a technique and the questionnaire as an instrument, analyzing the indicators: clarity, dynamics of the subject, perception of learning, professional and technological training and research. From the qualitative perspective, observation was used as a technique and the Observation Guide as an instrument. The population consisted of 126 students of the Education career, which were taken entirely. It was possible to detect, from the quantitative perspective, that the quality of the teacher of the Education career is within an “acceptable” level of quality. From the qualitative point of view, although the majority demonstrate a high level of quality, there is a minority of teachers who demonstrate insufficiencies in their educational praxis, such as: communication with their students, content updating regarding the graduate profile, expository strategies without intentionality to encourage critical thinking in students and lack of motivation to their students. A teacher update program is recommended.
5 92
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Validación de cuestionario sobre autorregulación del aprendizaje en la formación inicial docente
(Universidad Panamericana, Escuela de Pedagogía, 2022)
Aguilar Davis, Virginia
;
Hernández Rodríguez, Carlos
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
This research, of instrumental design and quantitative approach, constitutes a first validation of the Self-Regulation of Learning Questionnaire in Initial Teacher Education, developed from a proprietary model designed under the socio-cognitive approach. For this purpose, a sample of 360 students with five bachelor’s degrees at a Mexican Higher Education Institution was used. Content validity was obtained using expert judgment, while Cronbach’s alpha reliability index gave a result of .942. The Kaiser-Meyer-Olkin and Bartlett’s sphericity tests confirmed the feasibility of performing the Principal Component Factor Analysis with Varimax rotation, resulting in three factors with a distribution of items that do not correspond to the original model, therefore a second analysis was mad. It is concluded that the instrument has content validity, of construct, is congruent with its design, and is highly reliable. However, it is recommended to corroborate this through other tests, section the instrument in the phases or areas that comprise it, or apply it to other populations from public and private institutions.
7 111
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Cuerpos académicos en escuelas normales: la colegialidad para la producción y difusión del conocimiento
(Universidad Panamericana, Escuela de Pedagogía, 2021-12-01)
Loza Jiménez, María Guadalupe
;
Gaeta González, Martha Leticia
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
«Normal Schools» are higher education institutions responsible for the training of ele-mentary school teachers in Mexico. Since 2009 they have responded to a public policy established for the formation of Academic groups. These groups are made up of fulltime professors with common interests in disciplinary or multidisciplinary subjects to carry out collegiate research to generate and apply knowledge. The present study aims to analyze the contribution of collegiality for the production and dissemination of knowledge in Normal Schools’ Academic groups in the state of Puebla. With a qualitative-interpretive approach, five teachers from Academic groups from three Normal Schools were interviewed, considering collegiality, production, and dissemination of knowledge as analyzing categories. The findings show some characteristics of the collegiate culture (practices and strategies) that affect the knowledge generated within the Academic groups of the Normal Schools of the State of Puebla.
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