Publication: Motivaciones, ideas implícitas y competencias del alumnado de Magisterio
Authors
Briones, Elena ; Palomera, Raquel ; Gómez-Linares, Alicia
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Publisher
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DOI
https://doi.org/10.47553/rifop.v96i35.1.79976
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info:eu-repo/semantics/article
Description
Abstract
Las características del alumnado de los Grados de Magisterio en Educación Infantil (EI) y en Educación
Primaria (EP) necesitan ser atendidas en el diseño de metodologías docentes centradas en el proceso de
enseñanza-aprendizaje. Mediante un estudio transversal, descriptivo, exploratorio y comparativo en una misma
universidad, analizamos y comparamos las motivaciones, ideas implícitas y competencias del alumnado del primer
curso de ambas titulaciones. Los resultados informan que
la mayoría de los y las estudiantes de Magisterio en ambos
Grados está motivado y expresa su compromiso con la
justicia social mediante su futura profesión.
Encontramos diferencias significativas entre estas
titulaciones, a favor de EP, en la autopercepción de
competencia para la expresión escrita, comprensión
lectora, vocabulario y uso de TIC. Identificamos la
necesidad de una organización versátil de la docencia
centrada en metodologías activas contextualizadas en
situaciones propias de su futura profesión. Sin obviar un
apoyo instruccional continuado por parte del docente,
quien garantiza el éxito de las innovaciones educativas
tomando en cuenta el estado de alfabetización académica y
digital del alumnado. Finalmente, dados los desafíos del
entorno educativo actual, se contempla la promoción del
aprendizaje permanente, que lleve a maestros y maestras a
desarrollar habilidades sociales y a ser ejemplos de hábitos
mediáticos saludables para interactuar en espacios
presenciales y virtuales
The differences between students of the Degrees in Early Childhood Education (ECH) and Elementary Education (EE) need to be taken in account in the design of students centred teaching methodologies. Through a cross-sectional, descriptive, exploratory and a comparative research, in the same university, we have analyzed and compared the motivations, implicit ideas and competences of the first-year students of both degrees. The results inform that the majority of the students of Teaching in both degrees are motivated and express their commitment for the social justice through their profession. Significant differences between these degrees have been found, in favor of EE, in the self-perception of competence for written expression, reading comprehension, vocabulary and use of ICT. It´s been identified the need for a versatile organization ot teaching, focused on active methodologies, contextualized in situations of their future professional activity, without ignoring continued instructional support from the teacher bearing in mind the student as the protagonist. Likewise, it´s necessary not to skimp on frequent feedback on the results, considering also the state of their academic and digital literacy to guarantee the success of educational innovations. Finally, given the challenges of the current educational environment, the promotion of lifelong learning is needed, for teachers to develop social skills and be examples of media habits to interact in virtual and face-to face spaces
The differences between students of the Degrees in Early Childhood Education (ECH) and Elementary Education (EE) need to be taken in account in the design of students centred teaching methodologies. Through a cross-sectional, descriptive, exploratory and a comparative research, in the same university, we have analyzed and compared the motivations, implicit ideas and competences of the first-year students of both degrees. The results inform that the majority of the students of Teaching in both degrees are motivated and express their commitment for the social justice through their profession. Significant differences between these degrees have been found, in favor of EE, in the self-perception of competence for written expression, reading comprehension, vocabulary and use of ICT. It´s been identified the need for a versatile organization ot teaching, focused on active methodologies, contextualized in situations of their future professional activity, without ignoring continued instructional support from the teacher bearing in mind the student as the protagonist. Likewise, it´s necessary not to skimp on frequent feedback on the results, considering also the state of their academic and digital literacy to guarantee the success of educational innovations. Finally, given the challenges of the current educational environment, the promotion of lifelong learning is needed, for teachers to develop social skills and be examples of media habits to interact in virtual and face-to face spaces
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Citation
Revista interuniversitaria de formación del profesorado, V. 35, N. 96 (1), 2021
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