Publication: La disrupción en las aulas de educación secundaria: la percepción del profesorado
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2016-05-04
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Universidad Complutense de Madrid
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Abstract
Convivencia y aprendizaje pueden considerarse las dos caras del proceso educativo que tiene lugar en las escuelas, íntimamente unidas, y afectadas por la mayor complejidad en las relaciones y estructuras que encontramos en la sociedad actual. Entre los numerosos problemas que afectan a la convivencia y al aprendizaje escolar se encuentra la disrupción; un fenómeno siempre presente, conocido y sufrido por todos los agentes educativos, que parece haberse incrementado en los últimos tiempos y cuyo efecto global es siempre negativo. La disrupción, sin embargo, es considerada habitualmente un problema menor, cuando todos los datos de que se dispone apuntan a lo contrario. Si bien las conductas implicadas no pueden considerarse en sí mismas de gravedad, su frecuencia y la dificultad para erradicarlas convierten a la disrupción en uno de los mayores problemas a los que se enfrenta la escuela actual, pues afecta a todas las esferas del proceso educativo: los resultados académicos, las relaciones individuales y del centro en su conjunto, el malestar de los participantes del proceso educativo, por no hablar de sus efectos a corto, medio y largo plazo en las trayectorias de profesores y alumnos. En este contexto, el objetivo principal de este trabajo es conocer el fenómeno de la disrupción, en especial (aunque no exclusivamente) desde la perspectiva de los profesores. Así, pretendemos conocer sus opiniones sobre sus experiencias en el aula, sus sensaciones, creencias, y los aspectos que les afectan a la hora de afrontar este tipo de problemas tan cotidianos en sus aulas. A través de este trabajo queremos profundizar en las causas y los aspectos que explican estos problemas a través de su perspectiva, junto con el complemento imprescindible que proporcionan las opiniones, creencias y puntos de vista de los alumnos, protagonistas ambos de este escenario social que es la escuela. Para ello comenzaremos en el capítulo 1 revisando los conocimientos de que disponemos actualmente acerca de cómo se conceptualiza y se mide la disrupción, qué percepciones tienen de ella profesores y alumnos, así como sus posibles causas y consecuencias. Ello servirá de base para adentrarnos en los siguientes capítulos en los que, a partir de los datos sobre la convivencia en la enseñanza secundaria, obtenidos a partir de una gran muestra de profesores y alumnos a nivel nacional, se estudiarán las relaciones entre la disrupción y diferentes aspectos de la convivencia en la escuela...
School climate and learning can be seen as two sides of the educational process that takes place in schools. They are closely linked, and affected by the greater complexity in relationships and structures that we find in today's society. Among the many problems affecting learning and school climate is disruption; an ever-present phenomenon, known and suffered for all teachers, which seems to have increased in recent times with an overall effect that is always negative. Disruption, however, is usually considered a minor problem, when all the available data suggest otherwise. While the behaviours involved can not be considered serious in themselves, their frequency and the difficulty to eradicate them make the disruption one of the biggest problems faced by the current school, affecting all areas of the educational process: academic achievement, individual and school relations, the discomfort of the participants of the educational process, not to mention the effect on short-, medium- and long-term trajectories of teachers and students. In this context, the main objective of this work is to understand the phenomenon of disruption, particularly (but not exclusively) from the perspective of teachers. So, we intend to get their views on their experiences in the classroom, their feelings, beliefs, and the issues affecting them in facing everyday problems in their classrooms. Through this work we want to understand the factors that explain these problems through their own perspective, along with the indispensable complement that provided the opinions, beliefs and viewpoints of students, both protagonists of the school social scenario. To do so, we begin in Chapter 1 by making a revision about the knowledge currently available about the disruption, how it is conceptualized and measured, what perceptions have teachers and students, as well as their possible causes and consequences. This will be the basis to build up the following chapters which, from data on school climate in secondary education, obtained from a large sample of students and teachers at the national level, relations among disruption and different aspects of school climate will be studied...
School climate and learning can be seen as two sides of the educational process that takes place in schools. They are closely linked, and affected by the greater complexity in relationships and structures that we find in today's society. Among the many problems affecting learning and school climate is disruption; an ever-present phenomenon, known and suffered for all teachers, which seems to have increased in recent times with an overall effect that is always negative. Disruption, however, is usually considered a minor problem, when all the available data suggest otherwise. While the behaviours involved can not be considered serious in themselves, their frequency and the difficulty to eradicate them make the disruption one of the biggest problems faced by the current school, affecting all areas of the educational process: academic achievement, individual and school relations, the discomfort of the participants of the educational process, not to mention the effect on short-, medium- and long-term trajectories of teachers and students. In this context, the main objective of this work is to understand the phenomenon of disruption, particularly (but not exclusively) from the perspective of teachers. So, we intend to get their views on their experiences in the classroom, their feelings, beliefs, and the issues affecting them in facing everyday problems in their classrooms. Through this work we want to understand the factors that explain these problems through their own perspective, along with the indispensable complement that provided the opinions, beliefs and viewpoints of students, both protagonists of the school social scenario. To do so, we begin in Chapter 1 by making a revision about the knowledge currently available about the disruption, how it is conceptualized and measured, what perceptions have teachers and students, as well as their possible causes and consequences. This will be the basis to build up the following chapters which, from data on school climate in secondary education, obtained from a large sample of students and teachers at the national level, relations among disruption and different aspects of school climate will be studied...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Psicología, leída el 15-01-2016