scholarly journals Algunas valoraciones del profesorado respecto a su función tutorial

2020 ◽  
Vol 38 (1 Marzo-Ju) ◽  
pp. 139-160 ◽  
Author(s):  
María González Álvarez
Keyword(s):  
Secondary Education ◽  
Vocational Training ◽  
Teaching Practice ◽  
Teaching Quality ◽  
Basic Component ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Professional Career ◽  
Primary And Secondary Education ◽  
Educación Primaria

La función tutorial se considera en la literatura como un componente básico de la práctica docente y factor de calidad de la enseñanza. Nuestro objetivo en este trabajo es analizar distintos aspectos de la tutoría de los centros de Educación Infantil, Educación Primaria, Educación Secundaria Obligatoria, Bachillerato y FP. Para ello hemos elaborado una prueba que ha sido enviada por correo electrónico a una muestra de tutores y tutoras de todas las comunidades de España y que ha sido cumplimentada por 1350 de ellos. Ante los constantes cambios de la realidad socioeducativa hemos realizado un trabajo exploratorio para obtener información sobre la actual situación de la función tutorial. El análisis de sus respuestas nos indican que, tal como aparece en distintas investigaciones, se sienten satisfechos en su tarea a la vez que consideran que la misma es bastante importante para la educación del alumnado y el funcionamiento del centro. Se sienten razonablemente reconocidos en su función tutorial por parte del profesorado del centro y de las familias, no opinando lo mismo respecto al reconocimiento que les otorgan las administraciones educativas. Entienden que su tarea tutorial debe ser tenida en cuenta en su carrera profesional. Consideran que reciben una adecuada colaboración en sus funciones por parte del profesorado del equipo docente, familias y equipo directivo del centro. Entendemos que las administraciones educativas deberían prestar más apoyo a tutores y tutoras y mejorar su situación profesional y que procede analizar el desarrollo de la acción tutorial en función de los constantes cambios socioeducativos y normativos que se producen. In existing literature the tutorial function is considered as a basic component of the teaching practice and a factor of teaching quality. The goal of our work is to analyze the different aspects of mentoring in Infant, Primary and Secondary Education, Baccalaureate and Vocational Training. In order to achieve this goal, we emailed a test to a sample of mentors in all the autonomous regions of Spain. The test was filled in by 1,350 mentors. Given the constant changes in Spain’s socio educational reality, an exploratory work was carried out to obtain information about the current situation of the mentoring function. The analysis of their answers indicates that, as stated in existing research, they feel satisfied with their task, while they consider the aforementioned function is quite important for the education of pupils and the well-functioning of educational institutions. They feel reasonably recognized in their mentoring function both by teachers and by families. Nevertheless, they do not think the same about the recognition shown by the educational authorities. They understand that their mentoring task should count more towards their professional career. They consider that they receive adequate collaboration from the teaching staff, families and management boards in education centres. We understand that the educational authorities should further support mentors and improve their professional situation. Finally, it seems necessary to analyze the development of tutorial action according to the constant socioeducational and normative changes that occur.

LA CONSTRUCCIÓN DE LA IDENTIDAD PROFESIONAL DEL MAESTRO DE PRIMARIA DURANTE SU FORMACIÓN INICIAL. EL CASO DE LA UNIVERSIDAD DE BARCELONA

2017 ◽  
Vol 21 (1) ◽  
pp. 103-122
Author(s):  
Beatriz Jarauta Borrasca ◽  
María José Pérez Cabrera
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Teacher Identity ◽  
Teaching Practice ◽  
Primary Teacher ◽  
Teaching Staff ◽  
Initial Teacher Training ◽  
Primary Teacher Education ◽  
Education Degree ◽  
Educación Primaria

Resumen:¿Cómo se aprende a ser docente? ¿Cómo influye la formación inicial en la construcción de la profesionalidad e identidad como maestro? Ante estas preguntas, la investigación “Desarrollo del conocimiento profesional a través del plan de estudios del grado de maestro en educación primaria. Perspectivas del alumnado y profesorado” (EDU2012-39866-C02-02), pretende comprender los procesos que los estudiantes del Grado de Magisterio en Educación Primaria, de la Universidad de Barcelona, llevan a cabo para la construcción de su identidad profesional. Para ello, desde una metodología de carácter cualitativo basado en el estudio de casos, se aplicaron diversos instrumentos de recogida de información (tales como relatos, grupos de discusión y entrevistas) que permitieron un acercamiento desde la visión del estudiantado, del profesorado de universidad y del profesorado de centro escolar. A la luz de los resultados obtenidos, puede determinarse la influencia de sus experiencias previas, atravesadas por una elevada motivación que, a medida que avanzan en la formación, va adquiriendo tintes de realidad al asumir cada vez más una mirada desde el punto de vista de futuro maestro, y no tan anclada en la perspectiva del alumno. El hito de mayor relevancia en la construcción de su identidad se produce durante el practicum, pues es el escenario en el que se ponen en cuestión sus ideas, expectativas, preconcepciones… Acompañar la transición entre la idealización inicial de escuela y maestro hacia la recomposición de la profesionalidad y la construcción de su propia identidad, son funciones clave de la formación inicial. Abstract:How does one become a teacher? What makes a teacher? How does initial teacher training influence the development of professionalism and identity as a teacher? Faced with these questions, the aim of the research paper titled "The development of professional knowledge through the Primary Teacher Education Degree programme. Students’ and teachers’ perspectives" (EDU2012-39866-C02-02) is to understand the processes students undergo in the construction of their professional identity while pursuing a Primary Teacher Education Degree at the University of Barcelona. Following a qualitative type methodology based on case study, we used various data collection tools (such as stories, discussion groups and interviews) that allowed us to gain greater insight into the viewpoint of students, university teaching staff and cooperating teachers. In light of the results obtained, it is possible to determine the influence of previous experiences embedded in the high motivational levels of these students. Then, as they advance through their training, they begin to acquire hints of the reality of teaching and gradually assume a teacher’s frame of mind, less anchored in the student's perspective. The most important milestone in the construction of a teacher identity occurs during teaching practice; the setting in which a teacher’s ideas, expectations, preconceptions, etc. are put to the test. Accompanying the transition from the initial idealisation of the school and the teacher towards greater professionalism and the construction a teacher’s own identity are key functions of the initial teacher training.

Formation of the zemstvo’s teaching intelligence in Laishevsky district of Kazan province

2020 ◽  
pp. 7-20
Author(s):  
Elena Mironova
Keyword(s):  
Secondary Education ◽  
Primary Schools ◽  
Professional Training ◽  
Experienced Teachers ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Training And Education ◽  
Social Stratum ◽  
Level Of Education ◽  
Working And Living Conditions

The article is devoted to the formation of the Zemstvo’s pedagogical intelligentsia in Laishevsky district of Kazan province. Based on sources of personal origin and records of County self-government bodies, a comprehensive analysis of the personnel composition of Zemstvo’s primary schools was conducted. The author established the number of teachers, sources of their replenishment, the level of education, and also considered the socioeconomic situation of teachers. The teaching staff included law teachers, secular teachers, and assistants. Some former priests-teachers of Church schools also joined the work of Zemstvo’s educational institutions as experienced teachers. The available materials clearly show the evolution of the educational level of teachers in favor of specialists with secondary education. As a result, thanks to the Zemstvo’s school, a new social stratum of rural intelligentsia formed in the district, including people with secondary education. Measures taken by the Zemstvo’s to improve the working and living conditions of teachers are also shown. The principle of determining the amount of salary based on the number of students contradicted the principle of assigning salaries depending on the professional training and education of the teacher. It is concluded that despite the support of experienced and responsible teachers, the profession of a Zemstvo’s teacher remained unattractive, but at the same time women became teachers, which corresponded to the emancipation movement that was gaining momentum at that time.

Methods of teaching mathematics in primary school

2018 ◽  
Author(s):  
Наталия Истомина-Кастровская ◽  
Nataliya Istomina-Kastrovskaya ◽  
Ирина Иванова ◽  
Irina Ivanova ◽  
Зоя Редько ◽  
...  
Keyword(s):  
Primary School ◽  
Teaching Practice ◽  
Educational Institutions ◽  
Federal State ◽  
Teaching Staff ◽  
Teaching Mathematics ◽  
School Students ◽  
Primary School Teachers ◽  
State Educational ◽  
Independent Work

The purpose of the textbook-to form a future teacher methodological knowledge, skills and experience of creative activity, to develop methodical thinking of students, the ability to apply mathematical, pedagogical, psychological and methodological knowledge for the organization of primary school students in the learning of mathematics. Addition to the textbook is the manual " Methods of teaching mathematics in primary school. Practicum.» It offers methodical tasks, tasks for independent work of students, various situations arising in the practice of teaching mathematics to younger students, summaries of lessons, the discussion of which helps students to prepare for teaching practice and methodological activities in modern primary school. Meets the requirements of the Federal state educational standards of higher education of the last generation. For students of higher educational institutions studying in the direction of " Pedagogical education "(qualification" bachelor", profile"beginning&1 education"). It will also be useful for primary school teachers, methodologists of educational development institutes (training and retraining of teaching staff), undergraduates and graduate students, teachers of teacher training colleges and universities.

scholarly journals The Formation and Development of Pedagogical Courses in Russia in the Second Half of the 19th – Early 20th Centuries

2020 ◽  
pp. 213-219
Author(s):  
Dmitry S. Molokov ◽  
Keyword(s):  
Secondary Education ◽  
Teacher Training ◽  
19Th Century ◽  
Professional Training ◽  
Low Cost ◽  
Teaching Staff ◽  
Public And Private ◽  
Primary And Secondary Education ◽  
The 19Th Century ◽  
Russian Education

The article discusses the genesis of pedagogical courses in the history of Russian education, from the mid-1860s, when they were created, to 1917. The acute shortage of teaching staff in some periods of Russian history dictated the need to find innovative solutions for teacher training. The historical realities of the post-reform 1860s–1870s, when the number of educational institutions in Russia increased significantly, led to the birth of pedagogical courses. Teacher training courses also contributed to the eradication of illiteracy in the early Soviet period. Since the second half of the twentieth century up to the present day courses as a form of training and retraining of teachers remain in the system of additional professional education. The aim of the study was to identify and substantiate the reasons that contributed to the formation and development of pedagogical courses in the system of pedagogical education in Russia. This article uses a set of historical-pedagogical research methods: historical and genetic method, source and historiography analysis, comparative pedagogical method, content analysis. As a result of the use of the causal method of research, the following reasons were identified. Firstly, the development of primary and secondary education in the country required the replenishment of the teacher corps. Secondly, the Russian education system oriented to the best foreign experience, primarily European, in which, by the middle of the 19th century, pedagogical courses took shape as an element of the system of professional training of teachers. Thirdly, the liberal nature of the post-reform policies contributed to the expansion of the rights to teacher education. Fourthly, the public and private initiative developed. Fifthly, the state supported the idea of pedagogical courses, fixed them in legislation and partially funded them. Sixthly, low-cost courses compared to other forms of professional training of teachers. The spread of pedagogical courses in the second half of the 19th century is due to the fact that zemstvos did not have sufficient funds to open teacher seminaries, so they opened short-term permanent courses for the training of teachers of public schools. Until 1917, there were both public and private pedagogical courses in Russia. They were financed mainly by zemstvos, but were under the control of state governing bodies. The courses played an important role in the training of teachers for primary and secondary education. They became a real phenomenon in the life of the Russian school of the second half of the 19th – early 20th centuries. The spread of pedagogical courses was due to the fact that they made it possible to train teachers in a short time at low cost. It is no coincidence that, as a form of professional training, pedagogical courses were in demand by the Soviet school and are still an important component of the system of continuous pedagogical education.

scholarly journals Conocimientos en soporte vital básico del profesorado gallego de educación infantil, primaria y secundaria: estudio transversal (Pre-school, primary and secondary education Galician school teachers´ knowledge on basic life support: cross-sectional study)

Retos ◽  
2020 ◽  
pp. 173-179
Author(s):  
Ruben Navarro-Paton ◽  
Miguel Cons-Ferreiro ◽  
Vicente Romo-Pérez
Keyword(s):  
Secondary Education ◽  
Emergency Services ◽  
Basic Life Support ◽  
Life Support ◽  
Demographic Data ◽  
Teaching Staff ◽  
Theoretical Knowledge ◽  
School Teachers ◽  
Cross Sectional ◽  
Primary And Secondary Education

Realizar soporte vital básico (SVB) en el lugar donde se ha producido un accidente es vital, especialmente cuando el tiempo de respuesta de los servicios de emergencia es elevado. El objetivo de nuestro estudio fue evaluar los conocimientos en SVB del profesorado de educación infantil, primaria y secundaria de Galicia (España). Nuestro estudio es un estudio descriptivo transversal, que se realizó mediante un cuestionario dividido en dos partes: datos demográficos y preguntas relacionadas con el conocimiento teórico en SVB. Participaron en el estudio 476 profesores (122 hombres y 354 mujeres, de los cuales, 132 era profesorado de educación infantil, 191 de primaria y 153 de secundaria con edades comprendidas entre 25 y 65 años (M = 44.19, DE= 9.19). Los datos revelan que un 52.1% de los participantes recibió formación en algún momento. Respecto a la RCP en adultos, solamente un 10.1% supo cuál era la relación de ventilación y compresión (CV) correcta; un 5.7% conocía la velocidad de compresión (VC), y un 4.8%, la profundidad (P) para realizar una RCP de calidad. En cuanto a la RCP para niños, solo un 4.8% supo cuál era la CV correcta; un 3.6%, conocía la VC, y un 4.8% la P. Sobre la utilización del DEA, un 3.2% supo cuál era la secuencia adecuada de uso y el 75.4% supo cuál es el teléfono de emergencias. En base a los resultados concluimos que nivel de conocimiento teórico de SVB entre el profesorado en activo de Galicia es deficiente.Abstract. Performing basic life support (BLS) in the place where an accident has occurred is vital, especially when the response time of emergency services is high. The aim of this study was to evaluate the knowledge on BLS of teachers of early childhood, primary and secondary education in Galicia (Spain). Our study is a cross-sectional descriptive study, which was carried out using a questionnaire divided into two parts: demographic data and questions related to theoretical knowledge in BLS. A total of 476 teachers participated in the study (122 men and 354 women). Pre-school teachers accounted for 132 participants, 191 were primary education teachers, and 153 were secondary education teachers, with ages between 25 and 65 years old (M = 44.19, SD = 9.19). The data shows that 52.1% of the participants received training at some point. Regarding CPR in adults, only 10.1% knew what was the correct ventilation and compression ratio (VC); 5.7% knew the speed of compression (SC), and 4.8%, the depth (D) to perform quality CPR. Regarding CPR for children, only 4.8% knew which was the correct VC; 3.6%, knew the SC, and 4.8% the D. About the use of AED, 3.2% of the participants knew what was the correct sequence of use and 75.4% knew which is the emergency telephone number. Based on the results we conclude that the level of theoretical knowledge of SVB among the active teaching staff in Galicia is very poor.

Justificación del valor educativo de la Educación Física y el docente. ¿Qué profesional del deporte debe impartir la materia de Educación Física? ¿El Maestro/a y Profesor/a de Educación Física o el Monitor/a deportivo/a? (Justification of the educational

Retos ◽  
2020 ◽  
pp. 852-867
Author(s):  
Vicente Miñana-Signes ◽  
Manuel Monfort-Pañego
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Free Time ◽  
Professional Competencies ◽  
Physical Education Teachers ◽  
Primary And Secondary Education ◽  
School Sports ◽  
Competencias Profesionales ◽  
Educación Primaria ◽  
And Training

Esta revisión teórica pretende explicar y reflexionar sobre lo que es la Educación Física de calidad y las competencias profesionales de los docentes de la materia para no confundirlo con el deporte escolar. Actualmente, son varias las instituciones que recomiendan una Educación Física de Calidad, y entre otros aspectos destacan que esta debe aumentar hasta las 3h lectivas a la semana tanto en la etapa de educación primaria obligatoria como en la secundaria. En la Comunidad Valenciana, el programa de “Esport a l’Escola+1h EF” propone que las federaciones deportivas se encarguen de desarrollar dicho proyecto dirigido a todo el alumnado de 3º y 4º de primaria en la hora de libre disposición y lectiva de los centros escolares anteriormente mencionados. Sin embargo, el docente de Educación Física (maestro/a y profesor/a) tiene unas competencias y formación específicas para poder acometer las funciones que le son propias y que, por lo tanto, difieren mucho de la de los técnicos o monitores deportivos, que, sin ser mejores ni peores, se desarrollan en otro contexto, con otros recursos, y con otro tipo de objetivos. La Educación Física y el deporte escolar son distintos pero complementarios. Existen otros cauces, como pueda ser el Proyecto Deportivo de Centro para fomentar la cohesión entre estos dos ámbitos, el educativo y el federativo.Abstract. This theoretical review aims at explaining and reflecting on what quality Physical Education and teachers’ professional competencies are, so as not to confuse it with school sports. Currently, there are several institutions that recommend a Quality Physical Education, and among other aspects they emphasize that this should increase up to 3 hours per week both in the stage of compulsory primary and secondary education. In the Valencian Community, the “Esport a l'Escola + 1h EF” program proposes that sports federations be responsible for developing said project aimed at all students in grades 3 and 4 during free time and based on the choice of the mentioned schools. However, Physical Education teachers (teachers and professors) have specific skills and training to be able to undertake the functions that are proper to their job, therefore, differ greatly from that of sports technicians or instructors, who are not better or worse, but work in another context, with other resources, and with other types of objectives. Physical Education and school sports are different but complementary. There are other channels, such as the Sports Center Project, to promote cohesion between these two areas, education and federation. 

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