Propuesta de perfil del docente siglo xxi

El objetivo de la presente propuesta es identificar las características esenciales que debe considerarse al momento de escoger o formar personas en docencia para el presente siglo XXI. Siendo sus objetivos específicos: comprender los modelos educativos, conceptuar nuevos escenarios de enseñanza- aprendizaje, identificar tecnologías emergentes en la era digital, proponer nuevos perfiles del modelo docente para el siglo XXI, promover el respeto por las diferencias culturales en el marco de la educación interculturalidad y promoción del desarrollo del pensamiento crítico, propositivo y constructivo. Para este diagnóstico, en relación a los escenarios educativos y la presencia de las nuevas tecnologías, se revisa el estado del arte en relación a la realidad educativa en general. Como resultado del análisis de la bibliografía estudiada, se tiene un acercamiento hacia una propuesta sobre el perfil de un docente del siglo XXI. Se propone seis ejes para definir al docente del siglo XXI. Por otro lado, es necesario poner en práctica el desarrollo del pensamiento crítico, constructivo y propositivo; el mismo que a partir de un acto de conciencia de su propia realidad, permitirá al estudiante, formular propuestas coherentes con la construcción de una nueva sociedad en la que su rol protagónico, se hace perceptible, desde los distintos estadios de su desarrollo. The objective of this proposal is to identify the essential characteristics that must be considered when choosing or training people in teaching for the present 21st century. Being its specific objectives: understanding educational models, conceptualizing new teaching-learning scenarios, identifying emerging technologies in the digital age, proposing new profiles of the teaching model for the 21st century, promoting respect for cultural differences in the framework of education interculturality and promotion of the development of critical, purposeful and constructive thinking. For this diagnosis, in relation to educational settings and the presence of new technologies, the state of the art is reviewed in relation to educational reality in general. As a result of the analysis of the bibliography studied, there is an approach towards a proposal on the profile of a teacher of the XXI century. Six axes are proposed to define the teacher of the XXI century. On the other hand, it is necessary to put into practice the development of critical, constructive and purposeful thinking; the same one that from an act of awareness of their own reality, will allow the student to formulate proposals consistent with the construction of a new society in which their leading role becomes perceptible, from the different stages of their development.

Researching Social Change in Bali Indigenous Marriage Private

This article wants to understand and analyze the phenomenon of Balinese customary life arrangements related to changes in marital procedures. To be able to produce accurate findings, social phenomena are examined in detail and in-depth through qualitative research, with a phenomenological paradigm. With this paradigm the results are obtained in the form of empirical data and in-depth understanding relating to variations in categories, properties, and attributes related to the changing phenomena of cultural traditions and adat ngerorod marriage. In detail the findings generated that in social reality, the indigenous Balinese have constructed changes in the pattern of marriage from the way of ngerorod or selarian (running together) to switch to the memadik or propose, because the pattern of memadik or ask is seen to better reflect equality and justice in society. The rationale that drives is the existence of a reaction to discriminatory customary norms; innovative faith-based constructive thinking; increasing the level of education and parental-bilateral kinship thinking. Memadik marriage by means of marriage or marriage, implies a marriage as a result of the construction of modern society.

CONSTRUCTIVE THINKING AND TEACHING SELF-EFFICACY OF GREEK SPECIAL EDUCATORS: PARALLEL OR CROSSOVER TOPICS?

In the present study we investigated the relationship between Epstein’s components of constructive thinking and Teaching Self-Efficacy of Greek special educators. For that purpose, a web questionnaire was sent to special and general education teachers and a research causal model was designed to define relations between variables. The research sample consisted of 214 special educators and general education teachers from the public education system in Greece. Data gathered by utilizing Constructive Thinking Inventory [CTI] and The Teachers’ Sense of Efficacy Scale [TSES] research tools. Data analysis revealed a statistically significant correlation of various components of constructive thinking with Teaching Self-Efficacy. In addition, it has been found that a high degree of constructive thinking increases the Teaching Self-Efficacy of special educators. Finally, we compared the teaching self-efficacy between special and general educators. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0860/a.php" alt="Hit counter" /></p>

Dimensions of perfectionism and constructive thinking as a coping response

The present study examined perfectionism and general coping ability as assessed by a new measure of constructive thinking. A sample of 77 students completed the Multidimensional Perfectionism Scale (MPS) and the Constructive Thinking Inventory (CTI). The MPS provides measures of selforiented, other-oriented, and socially prescribed perfectionism, while the CTI provides various measures, including summary scores of global constructive thinking, emotional coping, behavioral coping, categorical thinking, personal superstitious thinking, naive optimism, and esoteric thinking. Subjects also completed a measure of depressive symptoms so that we could examine perfectionism and coping independent of current levels of adjustment. The main finding was that socially prescribed perfectionism was associated with less constructive thinking and more negative coping across most of the CTI subscales, and these associations remained significant after removing variance due to levels of depression symptoms. Self-oriented perfectionism was adaptive in that it was associated with active forms of behavioral coping, but it was maladaptive in that it was associated with a form of emotional coping involving reduced self-acceptance. The results are discussed in terms of their implications for the cognitive treatment of perfectionists.<div><br></div><div><div>This is a post-peer-review, pre-copyedit version of an article published in: Flett, G. L., Russo, F. A., & Hewitt, P. L. (1994). Dimensions of perfectionism and constructive thinking as a coping response. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 12(3), 163-179. The final authenticated version is available online at: http://dx.doi.org/10.1007/BF02354594</div></div>

Dimensions of perfectionism and constructive thinking as a coping response

The present study examined perfectionism and general coping ability as assessed by a new measure of constructive thinking. A sample of 77 students completed the Multidimensional Perfectionism Scale (MPS) and the Constructive Thinking Inventory (CTI). The MPS provides measures of selforiented, other-oriented, and socially prescribed perfectionism, while the CTI provides various measures, including summary scores of global constructive thinking, emotional coping, behavioral coping, categorical thinking, personal superstitious thinking, naive optimism, and esoteric thinking. Subjects also completed a measure of depressive symptoms so that we could examine perfectionism and coping independent of current levels of adjustment. The main finding was that socially prescribed perfectionism was associated with less constructive thinking and more negative coping across most of the CTI subscales, and these associations remained significant after removing variance due to levels of depression symptoms. Self-oriented perfectionism was adaptive in that it was associated with active forms of behavioral coping, but it was maladaptive in that it was associated with a form of emotional coping involving reduced self-acceptance. The results are discussed in terms of their implications for the cognitive treatment of perfectionists.<div><br></div><div><div>This is a post-peer-review, pre-copyedit version of an article published in: Flett, G. L., Russo, F. A., & Hewitt, P. L. (1994). Dimensions of perfectionism and constructive thinking as a coping response. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 12(3), 163-179. The final authenticated version is available online at: http://dx.doi.org/10.1007/BF02354594</div></div>

Consciousness-Based Education

Consciousness-based education balances academic challenge with students' ability to master the material (1) using a block system to spread academic work across the semester, (2) teaching strategies to connect individual lectures to larger discipline principles, and (3) incorporating Transcendental Meditation practice into the curriculum. Brain integration and constructive thinking were compared in 27 freshman/senior pairs involved in consciousness-based university education. As seniors, these subjects had higher levels of brain integration, associated with emotional stability and success in life, and higher global constructive thinking, associated with work success and stable personal and social relationships. These variables typically do not change during college.

Weltkonstruktion

With his “Weltkonstruktion” publication, Sascha Roesler offers the first global history of architectural ethnography (conducted by modern architects). The publication goal was to document the relevance of this history for today’s constructive thinking in architecture. The modern architects’ empirical exploration of domestic buildings outside Europe uncovered the narrowings of modern concepts of construction and made visible their epistemic limitations . In the ethnographic discourses about popular building outside Europe, parameters related to building that the architecture discipline – owing to time constrictions, or theoretical and ideological reasons – had neglected, may reconsidered again. In lieu of construction’s usual orientation towards load-bearing structures, novel conceptual fields of reference appear, highlighted as thermodynamic or symbolically structured materiality.

LEXICAL ANALYSIS OF STATEMENTS ABOUT COVID-19 OF PEOPLE WITH A HIGH LEVEL OF SOMATIZATION

Relevance. One of the negative consequences of the pandemic may be an increase in somatization. The analysis of statements about the pandemic makes it possible to identify peculiarities of attitude to the situation by people with different psychological problems. The aim of the study was the identification of implicit characteristics of texts indicating the peculiarities of the opinion about the situation by people with a high level of somatization. Materials and methods. The material was obtained in the online survey (03/23/2020 — 01/29/2021, 1188 people). The survey included an assessment of respondents’ condition, it was offered to express an opinion about what was happening in a free form. Used: SCL-90-R, COPE, Constructive Thinking Inventory (CTI). The statements about the pandemic were divided into the two text arrays — “high somatization” and “low somatization”. The frequency of occurrence of vocabulary in these text arrays was estimated. Results. The analysis showed an increase in somatization as the pandemic developed. The relationship between somatization and anxiety, sleep disturbances, and depression was revealed. Higher rates of somatization are associated with a decrease in emotional coping, an increase in categorical thinking and personal superstitious thinking. The connection between somatization and a number of non-constructive copings is shown. Lexical analysis showed a number of features of texts associated with high somatization, among them the number of pronouns of the first person, a decrease in the tonality of words, a vocabulary of suffering, negative, a decrease in the vocabulary of motivation and resistance, a decrease in vocabulary associated with the body. Conclusions. The lexical features of statements, typical for respondents with a high level of somatization, were revealed. The connection between somatization and high emotional distress, which manifests itself in negative emotional vocabulary and is associated with a low level of emotional coping, is shown. In the group with high somatization, a contradiction was revealed in the needs and methods of their implementation — the need for help from others is combined with concentration on the self. The “representation” of the pandemic, presented in the text, is “divorced” from somatic manifestations, fear of illness and death. With this “splitting” of mental and somatic functioning, the somatization can perform the function of emotional coping.