Publication: Análisis
de
percepciones
del
estudiantado
del
Máster
de
Secundaria
respecto
a
las
competencias
profesionales
del
docente
Authors
Sola Reche, José María ; Marín Marín, José Antonio ; Alonso García, Santiago ; Gómez García, Gerardo
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Publisher
Universidad de Murcia
publication.page.editor
publication.page.department
Description
Abstract
En
la
actualidad,
la
formación
en
competencias
profesionales
docentes
constituye
un
pilar
básico
y
fundamental
a
la
hora
de
llevar
a
cabo
la
formación
inicial
del
profesorado.
Es
fundamental
que
desde
la
Educación
Superior
se
promueva
una
praxis
educativa
que
permita
que
los
aspirantes
a
futuros
profesores
conozcan
las
múltiples
demandas
que
el
docente
debe
desempeñar
con
eficacia
en
el
contexto
escolar.
En
base
a
esta
idea,
el
presente
trabajo
tiene
el
objetivo
de
analizar
las
percepciones
de
410
estudiantes
del
máster
de
profesorado
de
Educación
Secundaria
acerca
de
las
competencias
profesionales
que
debe
reunir
un
docente.
Para
ello,
se
abogó
por
una
metodología
transversal
descriptiva
y
correlacional,
utilizando
como
instrumento
de
medida
el
cuestionario.
Los
resultados
mostraron
que
los
estudiantes
otorgan
gran
valor
a
aquellas
cuestiones
vinculadas
a
la
competencia
aprender
a
aprender,
la
importancia
de
la
adecuada
convivencia
y
relaciones
sociales,
así
como
el
fomento
de
un
espíritu
crítico
y
reflexivo.
Asimismo,
se
establecieron
relaciones
correlaciónales
entre
aquellas
variables
vinculadas
a
la
enseñanza
emocional
y
a
los
ámbitos
tutoriales
y
de
orientación.
Por
lo
tanto,
es
preciso
continuar
en
una
línea
de
trabajo
que
siga
en
la
mejora
de
la
formación
inicial
de
futuros
docentes
ante
los
numerosos
retos
que
le
deparan
en
el
contexto
educativo
actual.
At current, training in professional teaching skills is a basic and fundamental pillar in carrying out initial teacher training. It is essential that Higher Education promotes an educational practice that allows aspiring teachers to be aware of the multiple demands that the teacher must carry out effectively in the school context. Based on this idea, the present work aims to analyse the perceptions of 410 students of the Master's Degree in Secondary Education about the professional skills that a teacher should have. To this end, a descriptive and correlational transversal methodology was advocated, using the questionnaire as a measurement instrument. The results showed that students attach great value to those issues linked to the learning to learn competence, the importance of proper coexistence and social relations, as well as the promotion of a critical and reflective spirit. Likewise, correlation was established between those variables linked to emotional teaching and to the tutorial and guidance areas. Therefore, it is necessary to continue in a line of work that continues to improve the initial training of future teachers in the face of the many challenges that they face in the current educational context
At current, training in professional teaching skills is a basic and fundamental pillar in carrying out initial teacher training. It is essential that Higher Education promotes an educational practice that allows aspiring teachers to be aware of the multiple demands that the teacher must carry out effectively in the school context. Based on this idea, the present work aims to analyse the perceptions of 410 students of the Master's Degree in Secondary Education about the professional skills that a teacher should have. To this end, a descriptive and correlational transversal methodology was advocated, using the questionnaire as a measurement instrument. The results showed that students attach great value to those issues linked to the learning to learn competence, the importance of proper coexistence and social relations, as well as the promotion of a critical and reflective spirit. Likewise, correlation was established between those variables linked to emotional teaching and to the tutorial and guidance areas. Therefore, it is necessary to continue in a line of work that continues to improve the initial training of future teachers in the face of the many challenges that they face in the current educational context
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