Publication: Las representaciones sociales del profesorado sobre los conflictos escolares en el período LOGSE y sus implicaciones en la educación
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2018-10-05
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Universidad Complutense de Madrid
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Abstract
En esta tesis se analizarán las representaciones sociales sobre los conflictos escolares desde el punto de vista del profesorado durante el período 1998-2002, que incluye la implantación definitiva de la LOGSE y su decadencia hasta la entrada en vigor de la LOCE.No se investigan conflictos (“hechos”), sino lo que los docentes decían sobre situaciones que vivieron como conflictivas. Por lo tanto, se analizarán sus relatos, sus definiciones de la situación. Por este motivo, aunque el foco central de esta investigación es de carácter cualitativo, dado que es más adecuado para el estudio de factores subjetivos como las representaciones sociales (que se obtuvieron a través de encuestas y entrevistas a profesores), se analizaron también cuantitativamente los resultados de la encuesta, lo que permitió complementar con datos el trabajo de tipo cualitativo. Los encuestados pertenecen a centros de educación secundaria de la comunidad de Madrid.De los datos analizados se desprende que este profesorado se considera, en líneas generales, satisfecho con las condiciones laborales, no obstante se mostraba insatisfecho tanto con el reconocimiento de su trabajo como con las relaciones que establecen con otros agentes sociales. Además encuentran su principal satisfacción en los progresos que logran sus alumnos. Su modelo de docente más valorado es el dialogante y se manifiestan como partidarios de actuar así, es decir, de empezar por el diálogo para tomar medidas, incluso con el alumnado más disruptivo...
In this thesis, social representations on school conflicts will be analyzed from the standpoint of the faculty in the Community of Madrid, from 1998 to 2002. That period includes the final implementation of the LOGSE and its decline until the new Law LOCE started. It is not a research about conflicts ("facts") in general but what teachers said about situations, which they encountered as troublesome. Therefore, their stories, their definitions of the situation will be the object of analyses. For this reason, although the central focus of this research is qualitative, because that is most appropriate for the study of subjective factors as the social representations (obtained through surveys and interviews with teachers), the results of the survey were also quantitatively analyzed, thus complementing the qualitative data. The respondents belong to secondary schools of the Community of Madrid. Although the data analyzed indicates that this faculty is considered, in general, satisfied with the working conditions, they seem to be dissatisfied with the recognition of their work and relations with other social agents, and that their main source of satisfaction is to see the progress of their students. Its faculty most valued teaching model is the dialogue and they manifest themselves as supporters of acting as such, starting with dialogue, even when having to take action with the most disruptive students...
In this thesis, social representations on school conflicts will be analyzed from the standpoint of the faculty in the Community of Madrid, from 1998 to 2002. That period includes the final implementation of the LOGSE and its decline until the new Law LOCE started. It is not a research about conflicts ("facts") in general but what teachers said about situations, which they encountered as troublesome. Therefore, their stories, their definitions of the situation will be the object of analyses. For this reason, although the central focus of this research is qualitative, because that is most appropriate for the study of subjective factors as the social representations (obtained through surveys and interviews with teachers), the results of the survey were also quantitatively analyzed, thus complementing the qualitative data. The respondents belong to secondary schools of the Community of Madrid. Although the data analyzed indicates that this faculty is considered, in general, satisfied with the working conditions, they seem to be dissatisfied with the recognition of their work and relations with other social agents, and that their main source of satisfaction is to see the progress of their students. Its faculty most valued teaching model is the dialogue and they manifest themselves as supporters of acting as such, starting with dialogue, even when having to take action with the most disruptive students...
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Tesis de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Sociología VI, leída el 23-06-2017