Publication: El modelo competencial del adulto en el siglo XXI y la formación inicial del Educador Social
Authors
Torre Cruz, Tamara de la ; Luis Rico, M. Isabel ; Jiménez Eguizábal, Carmen ; Orosa Fraíz, Teresa ; Palmero Cámara, Carmen
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v31i2
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info:eu-repo/semantics/article
Description
Abstract
Nuestro trabajo expone los resultados de la investigación
llevada a cabo para identificar los principales rasgos que
definen en la actualidad el modelo competencial de persona
adulta y conocer las inferencias y repercusiones que comporta
en la formación inicial del Educador Social. Mediante la triangulación del análisis de la política educativa nacional y supranacional con los datos empíricos de entrevistas a 50 personas mayores, con edades entre 45 y 80 años, identificamos las nuevas expectativas y necesidades que el aprendizaje a lo largo de la vida induce en la formación de estos profesionales y en qué aspectos se materializa la necesidad de modificar su perfil y competencias.
Our work presents the results of the research project carried out to identify the main features that nowadays define the competency model of adults and to discover the implications and repercussions for the initial training of social educators. Through the triangulation of the analysis of the national and supranational educational policy with the empirical data of interviews with 50 adults between 40 and 80 years old, we identify the new expectations and necessities that life-long learning entails for the training of these professionals, as well as the aspects that show a need to change their profile and competencies.
Our work presents the results of the research project carried out to identify the main features that nowadays define the competency model of adults and to discover the implications and repercussions for the initial training of social educators. Through the triangulation of the analysis of the national and supranational educational policy with the empirical data of interviews with 50 adults between 40 and 80 years old, we identify the new expectations and necessities that life-long learning entails for the training of these professionals, as well as the aspects that show a need to change their profile and competencies.
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Citation
Revista interuniversitaria de formación del profesorado, V. 31, N. 89 (2), 2017
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