Publication: Interacciones entre Educación Secundaria y Educación Social. Un análisis de la formación inicial
de sus profesionales en las universidades españolas
Authors
Morán de Castro, M. Carmen ; Varlea Crespo, Laura ; Vargas Callejas, Germán
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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Description
Abstract
Considerando insoslayable la función socioeducativa y socializadora
de la escuela, y la orientación al logro de las
competencias sociales legisladas para el alumnado, en el
artículo se examinan los planes de estudios del Grado en
Educación Social y del Máster de Educación Secundaria,
entendiendo que ambos profesionales han de capacitarse para desarrollar funciones complementarias en este ámbito. Para ello se realiza un análisis de contenido de los programas
de las materias con indicadores predefinidos, mostrando
los resultados la debilidad formativa del profesorado en
aspectos sociales esenciales, y de las y los educadores sociales
en el conocimiento del ámbito escolar.
Considering that the social and educational functions of the school and the social competences which are legislated for students are essential, in this article we examine the syllabuses for the undergraduate degree in social education and for the master’s degree in secondary education, understanding that both groups of professionals need specific qualifications to develop complementary functions in this area. For this purpose, we have carried out an analysis of content with predefined indicators of subjects’ programs, with the results showing a lack of training for teachers regarding essential social aspects and also a lack of training for social educators regarding the school environment.
Considering that the social and educational functions of the school and the social competences which are legislated for students are essential, in this article we examine the syllabuses for the undergraduate degree in social education and for the master’s degree in secondary education, understanding that both groups of professionals need specific qualifications to develop complementary functions in this area. For this purpose, we have carried out an analysis of content with predefined indicators of subjects’ programs, with the results showing a lack of training for teachers regarding essential social aspects and also a lack of training for social educators regarding the school environment.
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Citation
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