Publication: Formación inicial y permanente de profesionales de la educación. Las competencias del maestro de educación infantil
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2016-12-14
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Universidad Complutense de Madrid
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Abstract
El trabajo de investigación se centra en el tema de las competencias docentes del maestro/a de Educación Infantil, tratando de dilucidar cuáles son las capacidades fundamentales que ha de desarrollar el docente. Esta preocupación nace de la labor profesional en la formación del profesorado y del momento de cambio que hoy vivimos tras la implantación de los nuevos planes de estudio del Grado de Magisterio. Se trata de averiguar las competencias fundamentales en la formación de los futuros docentes con vistas a elaborar el nuevo perfil del docente que responda a las necesidades de una sociedad en continuo cambio. El modelo centrado en las competencias supone un cambio, y se opone al modelo tradicional basado en la adquisición de conocimientos teóricos aislados y desconectados entre sí. A partir de éstas reflexiones se han establecido los interrogantes básicos de la investigación y los objetivos. En la fundamentación teórica, tratamos de clarificar el paradigma en el que encuadramos nuestro trabajo. Para ello, hacemos un repaso de los diferentes modelos o paradigmas educativo posicionándonos en el enfoque de la investigación-acción que se basa en la reflexión sobre la propia práctica con una vocación transformadora de la realidad. A continuación se revisan las funciones de la escuela y del maestro de educación infantil y se realiza un análisis del enfoque competencial, que es clave en el marco europeo en las últimas décadas y que ha transformado el panorama educativo. En el currículo español las competencias básicas tienen tres referentes fundamentales: el ámbito académico, la Unión Europea y la OCDE (DeSeCo)...
This research project focuses on the teaching competencies of the pre-school teacher. It tries to elucidate which ones are the fundamental competencies that a teacher needs to develop. This preoccupation emerged, on the one hand, from my personal work experience in the field of teaching training and, on the other, from the moment of change that we are experimenting today after the implementation of the new learning programmes of the Degree in Teaching. This project aims to uncover the fundamental competencies for the formation of future teachers in order to draw a new teaching profile which will respond to the necessities of a society in constant change. The teaching model centred on competencies is a novelty and it opposes to the traditional system based on the acquisition of isolated pieces of theoretical knowledge which are not interconnected with others. Starting off with these reflexions, the basic questions and objectives of this research have been settled. In the section that constitutes the theoretical basis, we try to clarify the paradigm delimiting our work. To achieve this, we revise the different educative models or paradigms, taking position for the focus on investigation-action, which is grounded on the reflection on the practice itself and its vocation to change reality...
This research project focuses on the teaching competencies of the pre-school teacher. It tries to elucidate which ones are the fundamental competencies that a teacher needs to develop. This preoccupation emerged, on the one hand, from my personal work experience in the field of teaching training and, on the other, from the moment of change that we are experimenting today after the implementation of the new learning programmes of the Degree in Teaching. This project aims to uncover the fundamental competencies for the formation of future teachers in order to draw a new teaching profile which will respond to the necessities of a society in constant change. The teaching model centred on competencies is a novelty and it opposes to the traditional system based on the acquisition of isolated pieces of theoretical knowledge which are not interconnected with others. Starting off with these reflexions, the basic questions and objectives of this research have been settled. In the section that constitutes the theoretical basis, we try to clarify the paradigm delimiting our work. To achieve this, we revise the different educative models or paradigms, taking position for the focus on investigation-action, which is grounded on the reflection on the practice itself and its vocation to change reality...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Didáctica y Organización Escolar, leída el 21-01-2016