Publication: Autoeficacia en la gestión del tiempo de enseñanza
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2016-11-28
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Universidad Complutense de Madrid
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Abstract
La presente investigación se centra en los procesos de gestión del tiempo que realizan los docentes en su quehacer educativo en el aula, en los procesos cognitivo-afectivos1 que operan en la ejecución de dichas actividades de gestión y en las implicancias pedagógicas que se derivan para su labor de enseñanza. El propósito que orienta este trabajo consiste en la elaboración de una propuesta teórica de autoeficacia en la gestión del tiempo en el ámbito de la enseñanza, que se complementa con la elaboración de un instrumento de medida del constructo que incluye la formulación y ejecución de los procedimientos metodológicos necesarios para determinar la estructura factorial del instrumento y asegurar su fiabilidad y validez. El interés en este tema surge a partir de mi experiencia como docente y de la observación de las dificultades que encuentran los maestros para cumplir con las metas educativas que se proponen. A lo anterior, se puede agregar el incumplimiento de los plazos oportunos para la enseñanza de los contenidos curriculares que determinan los planes y programas de estudios que en ocasiones conduce a una reducción del número de contenidos a enseñar por parte del docente y, en otros casos, puede conllevar a una merma en la calidad de los contenidos curriculares tratados en clases. Estos hechos que a simple vista podrían entenderse como de orden menor, tienen un impacto de gran relevancia en el ámbito educativo, ya que una adecuada cobertura de los contenidos, cumplir los tiempos programados de enseñanza y ofrecer mayores oportunidades de aprendizaje a los alumnos, son factores que inciden positivamente en su desarrollo. Davis y Tomas (1992). En sentido contrario, la evidencia establece una relación directa entre cada factor que reduce el tiempo efectivo en una tarea con bajos resultados académicos de los alumnos. Academy for Educational Development. AED, (2009)...
The present research is centered in the following aspects: processes of time management that teachers employ during their classes from the perspective of self-efficacy theory; cognitive-affective processes that play a role in the execution of said management activities, and the pedagogical implications that can be derived for teaching. Time management in teaching is related to the way in which teachers establish procedures for meeting their teaching purposes. More specifically, it is related to the procedures that teachers establish for professional performance in order to manage activities such as: the formulation of objectives and goals, the temporal continuity in the execution of proposed teaching tasks, the resolution of complex tasks that demand adaptation to unforeseen variables, and the planning and prioritization of multiple teaching activities. Particularly, from these management procedures, we are interested in the behaviors that the teacher establishes when elaborating, organizing, and carrying out the multiple teaching activities. Thus, investigating how teachers behave when managing time constitutes an effort to comprehend how professional performance scenarios operate and the effectiveness of their teaching actions. The second theoretical premise for this study is related to the cognitive-affective processes33 involved in these activities. In general, cognitive behavioral theories allow us to comprehend those aspects of human functioning through which people process and interpret their actions and endeavors in all aspects of their lives. When considering cognitive-affective aspects in teaching, the analysis of the teacher’s behaviors in time management processes involve the processing of the thoughts and actions that teachers carry out in order to meet their objectives and goals, which, in turn, are influenced by basic psychological processes: cognitive, motivational, affective, and selection processes. These processes carry out a task or an action based on self-evaluation and self-regulation criteria...
The present research is centered in the following aspects: processes of time management that teachers employ during their classes from the perspective of self-efficacy theory; cognitive-affective processes that play a role in the execution of said management activities, and the pedagogical implications that can be derived for teaching. Time management in teaching is related to the way in which teachers establish procedures for meeting their teaching purposes. More specifically, it is related to the procedures that teachers establish for professional performance in order to manage activities such as: the formulation of objectives and goals, the temporal continuity in the execution of proposed teaching tasks, the resolution of complex tasks that demand adaptation to unforeseen variables, and the planning and prioritization of multiple teaching activities. Particularly, from these management procedures, we are interested in the behaviors that the teacher establishes when elaborating, organizing, and carrying out the multiple teaching activities. Thus, investigating how teachers behave when managing time constitutes an effort to comprehend how professional performance scenarios operate and the effectiveness of their teaching actions. The second theoretical premise for this study is related to the cognitive-affective processes33 involved in these activities. In general, cognitive behavioral theories allow us to comprehend those aspects of human functioning through which people process and interpret their actions and endeavors in all aspects of their lives. When considering cognitive-affective aspects in teaching, the analysis of the teacher’s behaviors in time management processes involve the processing of the thoughts and actions that teachers carry out in order to meet their objectives and goals, which, in turn, are influenced by basic psychological processes: cognitive, motivational, affective, and selection processes. These processes carry out a task or an action based on self-evaluation and self-regulation criteria...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Métodos de Investigación y Diagnóstico en Educación, leída el 14-01-2016