Publication: Construcción de la identidad del profesorado de educación secundaria: Gestión de la convivencia, autoeficacia e inclusión educativa
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2017-06-20
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Universidad Complutense de Madrid
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Abstract
Esta tesis tiene como objetivo conocer el pensamiento y percepciones que el profesorado en formación inicial tiene en relación a la gestión de la convivencia, su autoeficacia y los procesos de inclusión educativa. Para este propósito, se ha realizado una revisión de la literatura y del estado de la cuestión sobre tres bloques: 1. La identidad del profesorado. 2. La brecha teórico-práctica y de alternativas teóricas sobre la formación del profesorado. 3. El sistema educativo español, haciendo hincapié en la formación del profesorado. Se han recogido datos de 150 personas en formación inicial de las universidades españolas que impartían el Máster de Formación del Profesorado en Educación Secundaria Obligatoria, Bachillerato, Formación Profesional y Escuela Oficial de Idiomas durante los cursos 2012-2013 y 2013-2014. Debido a los objetivos, se ha empleado metodología cuantitativa y metodología cualitativa centrada en el análisis de grupos de discusión. De este modo, los datos se complementan y se enriquecen, complementando los resultados cuantitativos para ahondar en diferentes aspectos de interés. Tras la recogida de datos y el análisis, se ha encontrado que, el profesorado en formación inicial participante presenta diferencias entre la percepción que tiene sobre la gestión del poder en el aula y el ideal que posee. Éste identifica la autoridad percibida no referente, dando mayor peso a la dimensión de experto/a en la materia (�̅=2,13); mientras que en el caso de la autoridad ideal, en la mayoría de los casos, la media de respuesta se concentra en la tipología referente (�̅=5,16). El hecho de que no haya correspondencia entre la caracterización real y la ideal puede deberse a multitud de variables, entre las que se pueden encontrar la falta de herramientas que posee el profesorado en formación y/o a la posible tendencia a una escuela tradicional, coincidiendo con las conclusiones de otros estudios, como el de Bernal e Ibarrola (2015)...
This PhD thesis aims to assess the thoughts and perceptions of teachers in pre-service training towards coexistence management, self-efficacy and educational inclusion processes. For this purpose, there has been a review of the literature including the stage of the question on three main topics: − Teacher’s identity. − The breach between theory and practice as well as theoretical alternatives in teachers training. − The Spanish education system, highlighting the focus on teachers training. Data has been collected from 150 teachers in pre-service training from Spanish universities that offered master’s degrees in teachers training for Secondary Education, Vocational Training and Foreign Language Teaching during 2012-2013 and 2013-2014 academic years. Due to the objectives of this research study, both quantitative and qualitative methodologies have been used. The qualitative research method has been focused on the use of focus group discussion. Thus, data from both methodologies were integrated in order to delve deeper into different aspects of interest. After data collection and analysis has been accomplished, regarding the perception of teachers’ Coexistence Management in the classroom, it is been found that teachers in pre-service training presented differences between their real and ideal perceptions...
This PhD thesis aims to assess the thoughts and perceptions of teachers in pre-service training towards coexistence management, self-efficacy and educational inclusion processes. For this purpose, there has been a review of the literature including the stage of the question on three main topics: − Teacher’s identity. − The breach between theory and practice as well as theoretical alternatives in teachers training. − The Spanish education system, highlighting the focus on teachers training. Data has been collected from 150 teachers in pre-service training from Spanish universities that offered master’s degrees in teachers training for Secondary Education, Vocational Training and Foreign Language Teaching during 2012-2013 and 2013-2014 academic years. Due to the objectives of this research study, both quantitative and qualitative methodologies have been used. The qualitative research method has been focused on the use of focus group discussion. Thus, data from both methodologies were integrated in order to delve deeper into different aspects of interest. After data collection and analysis has been accomplished, regarding the perception of teachers’ Coexistence Management in the classroom, it is been found that teachers in pre-service training presented differences between their real and ideal perceptions...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Psicología, Departamento de Psicología Evolutiva, leída el 26-05-2016