Profesionalizaci?n docente de los maestros en artes
- Format
- Article
- Status
- publishedVersion
- Description
Son pocas las instituciones educativas que forman artistas con un perfil docente. Usualmente estos artistas imparten clases a partir de teor?as impl?citas (TI), las que se definen como una construcci?n psicol?gica formada por ideas, im?genes o suposiciones que se consideran verdaderas y se desarrollan en la tradici?n del proceso ense?anza-aprendizaje. Al ser adquiridas por la experiencia, se vuelven dif?ciles de modificar. Acosta (2010) y Pozo (2006) proponen cinco categor?as de an?lisis de las TI: dependiente, productiva, expresiva/experimental, interpretativa y emancipadora. De aqu? resulta necesario preguntarse: ?qu? TI sobre pedagog?a tienen los maestros de artes en secundaria? y ?c?mo afectan su pr?ctica pedag?gica? Para desarrollar esta investigaci?n, se realiz? un cuestionario a partir de las investigaciones de Acosta y Pozo y se utiliz? una escala de Likert, para identificar la preferencia de los docentes artistas por alguna de las cinco TI. Participaron cuarenta y cinco docentes de artes: doce maestros inactivos, tres de academias particulares, uno de preescolar, diez de primaria, quince de secundaria, tres de bachillerato y uno de universidad. El formulario constaba de cuarenta y tres reactivos. Por medio de un an?lisis descriptivo en el software SSPS, se obtuvieron los siguientes resultados: para la teor?a dependiente un 48.52 %, para la productiva un 48.44 %, para la expresiva/experimental un 81.33 %, para la interpretativa un 73.70 % y para la emancipadora un 74.44 %. Se concluye que los docentes con poca preparaci?n pedag?gica tienden a interesarse por la teor?a expresiva/experimental e intentan llevar a cabo las estrategias aprendidas cuando eran estudiantes universitarios. Esta informaci?n contrasta con el enfoque pedag?gico que propone la Secretar?a de Educaci?n P?blica (SEP, 2020), cuyo enfoque se encuentra m?s pr?ximo a las TI interpretativa y emancipadora. De ah?, la importancia de ofrecer asesoramiento para que la pr?ctica de los docentes licenciados en Artes se acerque a lo que se espera de un maestro de secundaria.
There are few educational institutions that train artists with a teaching profile. Usually these artists teach classes based on their implicit theories (IT), which are defined as a psychological construction formed by ideas, images or assumptions considered to be true and developed in tradition of the teaching-learning process. When acquired through experience, they become difficult to modify. Acosta (2010) and Pozo (2006) propose five categories to analyse IT: dependent, productive, expressive / experimental, interpretive and emancipatory. Hence, it is necessary to ask: what IT on pedagogy do arts teachers have in secondary school?, and how does it affect their pedagogical practice? A questionnaire based on the investigations of Acosta and Pozo in IT was carried out, and a Likert scale was used to identify the preference of the 45 arts teachers that participated in this study. These were: 12 inactive teachers, 3 from private academies, 1 from preschool, 10 from primary, 15 from secondary, 3fromhigh school, 1 from university. The form consisted of 43 items. Through a descriptive analysis in the SSPS software, the following results were obtained: dependent theory 48.52%, productive 48.44%, expressive / experimental 81.33%, interpretive 73.70%, emancipatory 74.44%. It?s conclude that teachers with little pedagogical preparation tend to prefer an expressive / experimental theory. These teachers try to carry out the strategies learned when they were university students. This information contrasts with the pedagogical approach proposed by the Ministry of Public Education (SEP, 2020), whose approach is closer to interpretive and emancipatory IT. Hence the importance of offering advice for teachers with degrees in the arts, so that their practices are closer to what is expected of a teacher in secondary school.
Azogues
- Publication Year
- 2022
- Language
- Topic
- Formaci?n docente
Artes
Teor?as impl?citas
Teaching professionalization
Art
Implicit theories
- Repository
- Repositorio Universidad Nacional de Educación
- Get full text
- http://repositorio.unae.edu.ec/handle/56000/2285
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- openAccess
- License