Publication: Tutoría en 1º de la ESO. Necesidad de adultos de referencia en el paso del CEIP al IES en la Comunidad de Madrid
Loading...
Files
Official URL
Full text at PDC
Publication Date
2016-12-14
Authors
Advisors (or tutors)
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad Complutense de Madrid
Citations
Exportar
Abstract
La elaboración de la presente tesis doctoral encuentra su punto de partida en la práctica docente de más de 30 años como maestro que ha vivido con intensidad la función de tutoría con mis alumnos del ciclo superior de EGB, en Programas de Garantía Social, siendo adjunto a jefatura de estudios encargado de 1º de ESO y, actualmente, como tutor del mismo curso. Considero que 1º de ESO, en la enseñanza pública, es de especial relevancia por la doble transición que vive el alumnado: psicológica, al pasar desde la niñez a la adolescencia, de entorno físico-afectivo, con el paso del CEIP al IES. Estimo igualmente relevante el papel del tutor en 1º de ESO como adulto de referencia visible en ese momento especial y me preocupa cómo podemos hacer ese tránsito lo más llevadero y educativo posible. Con toda humildad me adentro en el arduo terreno de la investigación educativa concretando el problema objeto de esta tesis doctoral en la siguiente formulación: "El tutor en 1º de la ESO: necesidad de adultos de referencia." Es pertinente porque el alumnado sufre un cambio con el modelo de relación personal anterior y por el deseo de tantos tutores de realizar con coherencia ese papel de adultos de referencia desde una organización de la vida del centro propicia a tal finalidad. Es posible su realización desde la metodología cualitativa que me permite trabajar en un entorno natural conocido con el que me encuentro familiarizado, utilizando como técnica concreta de investigación el grupo de discusión que posibilita la obtención de datos desde una interacción directa entre la figura del investigador y los participantes en la misma. Es viable siguiendo un proceso lógico que comienza desde una primera idea intuitiva fruto de mi interés por el tema. Se enriquece con las aportaciones teóricas que desde la política educativa y legislación, la teoría de la educación, la filosofía de la educación y la metodología, ayudan a configurar la tutoría así entendida...
The elaboration of the present doctoral thesis has his starting point in the teaching practice for over thirty years as a teacher who has lived intensely the function of tutorship with my students of the higher cycle of General Basic Education, in Social Guarantee Programs, being an adjunct to the Head of Studies in charge of First Course Compulsory Secondary Education and, currently, as a tutor of the above mentioned course. I consider that 1st year Compulsory Secondary Education is particularly relevant due to the double transition that the students experiment: psychological, changing from childhood to adolescence, and of physical-affective background, with the moving from the public system of primary education schools to the public system of secondary education schools. I reckon equally relevant the role as a teacher in 1st year Compulsory Secondary Education as of reference adult visible at that special moment and I am concerned about how can we make that transition as easily manageable and educational as possible. I humbly delve into the arduous field of educational research specifying the problem that this doctoral thesis deals with in the following formulation: "The tutor in 1st year Compulsory Secondary Education: the need of referential adults". It is appropriate because the students goes through a change with the former personal relationship and because of the wish of so many tutors to carry out the mentioned role of referential adults coherently from an organization of life in the school prone to that aim. Its implementation is possible from the qualitative methodology that allows me to work in a natural well-known background which I am familiar, using as a specific research technique the focus groups that provides the acquisition of data from a direct interaction between the figure of the researcher and the participants in it...
The elaboration of the present doctoral thesis has his starting point in the teaching practice for over thirty years as a teacher who has lived intensely the function of tutorship with my students of the higher cycle of General Basic Education, in Social Guarantee Programs, being an adjunct to the Head of Studies in charge of First Course Compulsory Secondary Education and, currently, as a tutor of the above mentioned course. I consider that 1st year Compulsory Secondary Education is particularly relevant due to the double transition that the students experiment: psychological, changing from childhood to adolescence, and of physical-affective background, with the moving from the public system of primary education schools to the public system of secondary education schools. I reckon equally relevant the role as a teacher in 1st year Compulsory Secondary Education as of reference adult visible at that special moment and I am concerned about how can we make that transition as easily manageable and educational as possible. I humbly delve into the arduous field of educational research specifying the problem that this doctoral thesis deals with in the following formulation: "The tutor in 1st year Compulsory Secondary Education: the need of referential adults". It is appropriate because the students goes through a change with the former personal relationship and because of the wish of so many tutors to carry out the mentioned role of referential adults coherently from an organization of life in the school prone to that aim. Its implementation is possible from the qualitative methodology that allows me to work in a natural well-known background which I am familiar, using as a specific research technique the focus groups that provides the acquisition of data from a direct interaction between the figure of the researcher and the participants in it...
Description
Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Teoría e Historia de la Educación, leída el 03-02-2016