Competencias fundamentales como génesis del desarrollo profesional docente de República Dominicana
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Date
2016-12-01
Authors
Subject
Educación de postgrado - República Dominicana
Formación profesional de maestros - República Dominicana
Formación profesional de maestros - República Dominicana
Language:
Español
Journal Title
Journal ISSN
Volume Title
Publisher
Instituto Tecnológico de Santo Domingo.
Description
La investigación se realizó partiendo de que todo educador
debe poseer ciertas habilidades básicas que unidas forman el
elemento sustancial o germen para el desarrollo de competencias
didácticas y pedagógicas. El estudio evaluó las condiciones de
admisión que poseen los participantes inscritos en los Postgrados
educativos del CEED-INTEC, en 2013. Para esto se procedió a
aplicar la Prueba de Admisión a Estudios de Postgrado (PAEP), buscando identificar la calificación promedio de aprobación de la prueba para los docentes que cursan los programas en Educación, con tal de conocer la factibilidad del examen, como único mecanismo para la admisión y, finalmente, identificar los andamios necesarios para el fortalecimiento de la formación continua. El diseño es de covarianza, tipo estudio de cohorte prospectivo y piloto, con recogida de datos e informaciones mixtas. Se trabajó
con una muestra intencional de 40 educadores provenientes del sector público becados por el Estado, a quienes se les observó y aplicó la prueba PAEP. Finalmente, se identificó que el 75% de los participantes evaluados “fallaron” a la prueba de admisión,
obteniendo puntaje menor a 200 puntos, mientras que apenas un 15% aprobó con la calificación por encima de 248 puntos. El estudio concluyó que la institucionalización de la prueba PAEP, como único mecanismo para la admisión en estos postgrados
educativos, implicaría una baja en la apertura y, eventualmente, el cierre de la oferta de formación continua. Por lo que se recomendó establecer mecanismos rigurosos y combinados de admisión, desarrollar módulos remediales y andamios para la nivelación de docentes candidatos a cursar estos programas de postgrado.
The current study assessed the admission conditions possessed by the participants registered in the graduate programs in education offered by the CEED-INTEC in 2013; For this one proceeds to apply the Admission Exam for Graduate Studies (EXADEP), seeking to identify the average rate of test approval for teachers enrolled in graduate educational programs, also to explore the feasibility of the examination, as the only mechanism for admission and finally to identify the necessary scaffolding for strengthening continuing training. The research was conducted on the basis that every educator must possess certain basic skills that together form a substantial element or brake shoe for the development of educational and pedagogical skills. The research design was covariance, a prospective cohort study and pilot type, with mixed collection of data and information.This work was done with an intentional sample of 40 educators from public sector scholarships ranted by the state that were observed and tested with the EXADEP. Finally, it was identified that 75% of participants valuated “failed” by obtaining admission test scores less than 200 pts., while only 15% teachers “passed” with rating above 248 pts. The study concludes that the institutionalization of the EXADEP test, as the only mechanism for admission to these educational graduate programs implies a decrease in the opening and/or the possibility of closing the continuing education offering. So it was recommended the establishment of combined and rigorous admission mechanisms, as well as the development of remedial modules and scaffolding for leveling teachers candidates to these graduate programs.
The current study assessed the admission conditions possessed by the participants registered in the graduate programs in education offered by the CEED-INTEC in 2013; For this one proceeds to apply the Admission Exam for Graduate Studies (EXADEP), seeking to identify the average rate of test approval for teachers enrolled in graduate educational programs, also to explore the feasibility of the examination, as the only mechanism for admission and finally to identify the necessary scaffolding for strengthening continuing training. The research was conducted on the basis that every educator must possess certain basic skills that together form a substantial element or brake shoe for the development of educational and pedagogical skills. The research design was covariance, a prospective cohort study and pilot type, with mixed collection of data and information.This work was done with an intentional sample of 40 educators from public sector scholarships ranted by the state that were observed and tested with the EXADEP. Finally, it was identified that 75% of participants valuated “failed” by obtaining admission test scores less than 200 pts., while only 15% teachers “passed” with rating above 248 pts. The study concludes that the institutionalization of the EXADEP test, as the only mechanism for admission to these educational graduate programs implies a decrease in the opening and/or the possibility of closing the continuing education offering. So it was recommended the establishment of combined and rigorous admission mechanisms, as well as the development of remedial modules and scaffolding for leveling teachers candidates to these graduate programs.
Type
Articulo
Source
Citation
Pichardo Mancebo, G. (2016, oct.-dic.). Competencias fundamentales como génesis del desarrollo profesional docente de República Dominicana. Ciencia y sociedad 41(4), p. 659-689