Publication: Profesores y profesoras para el cambio : retos y esperanzas
Authors
Santos Guerra, Miguel Ángel
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Las exigencias del cambio (impuesto y buscado) en la sociedad
obligan a las escuelas y a los profesores a adaptarse a unos nuevos
modos de formación y de intervención profesional. Las dinámicas de
cambio interpelan a los profesionales de la enseñanza y a las
instituciones educativas, fundamentalmente, sobre la ética. Porque
se puede cambiar mejorando o empeorando. Nadie garantiza que el
cambio, en sí mismo, va a ser favorecedor de los valores y beneficioso
para los desfavorecidos. Esta búsqueda de la mejora exige que se
desarrollen plataformas de diálogo y de comprensión que, a su vez,
desemboquen en estrategias eficaces de cambio. Partiendo de este
contexto en el presente trabajo se analizan: 1. Los condicionantes de
la escuela en la nueva sociedad. 2. Las exigencias del nuevo profesor/
educador. 3. Mecanismos desprofesionalizadores de cambio. 4. Las
características de las organizaciones que educan. Se cierra el trabajo
con algunas conclusiones que son inclusiones en el discurso del cambio
y en sus exigencias éticas.
The demands of change (imposed and sought after) in society make schools and professors adapt to new teaching and professional intervention modes. The dynamics of change appeal to the professional teaching staff and educational institutions, mainly, on ethics. Because change can be for better or for worse. No one guarantees that change, in itself, will be favorable to the values and beneficial for those disadvantaged. This search for improvement demands there be platforms for dialogue and for comprehension which, at the same time, lead to efficient change strategies. Based on this context the following is analyzed in the current work: 1. The determining factors of the school in the new society. 2. The demands of the new professor/educator. 3. Deprofessionalyzing mechanisms of change. 4. The characteristics of the organizations which educate. The work is closed with some conclusions which are inclusions in the course of the change and in their ethical demands.
The demands of change (imposed and sought after) in society make schools and professors adapt to new teaching and professional intervention modes. The dynamics of change appeal to the professional teaching staff and educational institutions, mainly, on ethics. Because change can be for better or for worse. No one guarantees that change, in itself, will be favorable to the values and beneficial for those disadvantaged. This search for improvement demands there be platforms for dialogue and for comprehension which, at the same time, lead to efficient change strategies. Based on this context the following is analyzed in the current work: 1. The determining factors of the school in the new society. 2. The demands of the new professor/educator. 3. Deprofessionalyzing mechanisms of change. 4. The characteristics of the organizations which educate. The work is closed with some conclusions which are inclusions in the course of the change and in their ethical demands.
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Citation
Revista interuniversitaria de formación del profesorado, V. 11(2), N. 29, 1997
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