Publication: Déficit en la formación sobre altas capacidades de egresados en Magisterio y Pedagogía: Un hándicap para la Educación primaria en Andalucía
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Date
2021
Authors
Barrera Algarín, Evaristo ; Sarasola Sanchez-Serrano, José Luis ; Fernández-Reyes, Teresa ; García-González, Abraham
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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Description
Abstract
El objetivo de la investigación fue analizar el nivel de formación que el profesorado tiene a su disposición en temas de altas capacidades desde su formación en Grado y Posgrados en Andalucía. Hipótesis de partida: El profesorado no cuenta con suficiente formación de grado y posgrado para poder trabajar en el aula las necesidades educativas especiales de los menores con altas capacidades. Teniendo en cuenta este objetivo e hipótesis, se llevó a cabo un análisis de los planes de estudios universitarios de grado y posgrado vinculados a las altas capacidades en las universidades públicas y privadas de Andalucía. Metodología: Análisis documental, utilizando información oficial, sobre formación de grado y posgrado en altas capacidades a través de 5 variables, en todas las universidades públicas de Andalucía, más la UNED, en titulaciones de Grados vinculados a las plantillas de referencia de los Centros educativos de primaria de Andalucía: 35 asignaturas de grado, y un total de 184 temas específicos o módulos específicos de contenido en referencia a Necesidades Educativas Especiales o altas capacidades. También se realizó estudio de 8 Títulos de posgrados, y de la oferta privada nacional. Principales resultados: La media andaluza en formación de grado sobre altas capacidades es tan sólo de 0.63% de créditos optativos (37.72 horas) y 0.22% de créditos obligatorios (13.07 horas) en materia de altas capacidades. En posgrado, estos no se centran exclusivamente en altas capacidades, siendo la media de créditos empleados en formar al estudiante de 1.35% respecto al total del posgrado.
The aim of this study was to analyze the training on giftedness that teachers receive in their undergraduate and graduate degrees in Andalusia. Hypothesis: Teachers do not have sufficient undergraduate and graduate training to be able to work in the classroom with the special educational needs of gifted children. Based on our objective and hypothesis, we have carried out an analysis of the undergraduate and graduate university curricula as regards giftedness in the public universities of Andalusia. Methodology: Documentary analysis using public and official information of undergraduate and graduate programs about gifted education, by means of 5 variables, and in all the public universities of Andalusia and the UNED, in degrees which followed the reference educational model of Andalusia: 35 undergraduate subjects, and 184 specific topics or modules on gifted children. Eight graduate courses were also studied, as well as the national private offer. Results: The Andalusian average for undergraduate training on giftedness is only 0.63% of optional credits (37.72 hours) and 0.22% of compulsory credits (13.07 hours). In graduate studies, these credits are not exclusively focused on giftedness, with the average number of credits used in training students being 1.35% of the total for the graduate course.
The aim of this study was to analyze the training on giftedness that teachers receive in their undergraduate and graduate degrees in Andalusia. Hypothesis: Teachers do not have sufficient undergraduate and graduate training to be able to work in the classroom with the special educational needs of gifted children. Based on our objective and hypothesis, we have carried out an analysis of the undergraduate and graduate university curricula as regards giftedness in the public universities of Andalusia. Methodology: Documentary analysis using public and official information of undergraduate and graduate programs about gifted education, by means of 5 variables, and in all the public universities of Andalusia and the UNED, in degrees which followed the reference educational model of Andalusia: 35 undergraduate subjects, and 184 specific topics or modules on gifted children. Eight graduate courses were also studied, as well as the national private offer. Results: The Andalusian average for undergraduate training on giftedness is only 0.63% of optional credits (37.72 hours) and 0.22% of compulsory credits (13.07 hours). In graduate studies, these credits are not exclusively focused on giftedness, with the average number of credits used in training students being 1.35% of the total for the graduate course.
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