La construcción de competencias no profesionales en el servicio de orientación educativa en la escuela Secundaria del Estado de México. Un estudio contextual.
Tesis Materias > Educación Universidad Internacional Iberoamericana México > Investigación > Tesis Doctorales Cerrado Español El objetivo de la investigación fue el identificar las competencias profesionales y no profesionales utilizadas por los orientadores técnicos en sus funciones cotidianas. Se parte del supuesto de que las competencias profesionales no son suficientes para atender la gama de responsabilidades del orientador escolar, como sí lo son las competencias no profesionales. Fue necesario indagar sobre la construcción de las competencias no profesionales, identificarlas, sistematizarlas, categorizarlas y analizar su implicación en la construcción del ser y del hacer del orientador de educación Secundaria. Se utilizó un diseño mixto de tipo exploratorio contextual, el cuestionario estandarizado de Cifuentes y Palacios (2009), permitió reconocer las competencias profesionales del orientador, los grupos de discusión y las entrevistas guiaron la comprensión de la implicación de competencias no profesionales en las prácticas cotidianas. Los resultados apuntan a que las competencias profesionales obtenidas en los centros de formación iniciales o los de formación continua poco aportan en cuanto a estrategias de intervención en la realidad “in situ” del orientador técnico; no así las competencias que nacen de la necesidad de atención a las emergencias a las cuales se enfrenta en su cotidianidad. Las competencias, de orden no profesional, fueron definidas como competencias emergentes porque emergen, (nacen) de la emergencia, (urgencia) de darle solución a las situaciones cotidianas de los orientadores: competencias de enunciación, rituales de deferencia y competencias de actuación. Se concluye que es necesario el reconocimiento de las competencias no profesionales como verdaderas competencias de intervención en la práctica cotidiana del orientador. Esta investigación aporta a la Pedagogía Crítica, a la Psicología Edu-cativa y a la Sociología Educativa la urgencia de diseñar líneas de investigación que profundicen en el análisis de la construcción de competencias no profesionales; comprendiendo el impacto que tienen en la transformación del docente en su práctica profesional. metadata Limón Santamaría, Juan Ángel mail SIN ESPECIFICAR (2021) La construcción de competencias no profesionales en el servicio de orientación educativa en la escuela Secundaria del Estado de México. Un estudio contextual. Doctoral thesis, Universidad Internacional Iberoamericana México.
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El objetivo de la investigación fue el identificar las competencias profesionales y no profesionales utilizadas por los orientadores técnicos en sus funciones cotidianas. Se parte del supuesto de que las competencias profesionales no son suficientes para atender la gama de responsabilidades del orientador escolar, como sí lo son las competencias no profesionales. Fue necesario indagar sobre la construcción de las competencias no profesionales, identificarlas, sistematizarlas, categorizarlas y analizar su implicación en la construcción del ser y del hacer del orientador de educación Secundaria. Se utilizó un diseño mixto de tipo exploratorio contextual, el cuestionario estandarizado de Cifuentes y Palacios (2009), permitió reconocer las competencias profesionales del orientador, los grupos de discusión y las entrevistas guiaron la comprensión de la implicación de competencias no profesionales en las prácticas cotidianas. Los resultados apuntan a que las competencias profesionales obtenidas en los centros de formación iniciales o los de formación continua poco aportan en cuanto a estrategias de intervención en la realidad “in situ” del orientador técnico; no así las competencias que nacen de la necesidad de atención a las emergencias a las cuales se enfrenta en su cotidianidad. Las competencias, de orden no profesional, fueron definidas como competencias emergentes porque emergen, (nacen) de la emergencia, (urgencia) de darle solución a las situaciones cotidianas de los orientadores: competencias de enunciación, rituales de deferencia y competencias de actuación. Se concluye que es necesario el reconocimiento de las competencias no profesionales como verdaderas competencias de intervención en la práctica cotidiana del orientador. Esta investigación aporta a la Pedagogía Crítica, a la Psicología Edu-cativa y a la Sociología Educativa la urgencia de diseñar líneas de investigación que profundicen en el análisis de la construcción de competencias no profesionales; comprendiendo el impacto que tienen en la transformación del docente en su práctica profesional.
| Tipo de Documento: | Tesis (Doctoral) |
|---|---|
| Notas: | Línea de Investigación en: Orientación y Tutoría en el sistema educativo |
| Palabras Clave: | orientación escolar, experiencia laboral, competencias no profesionales, formación alterna, Educación Secundaria |
| Clasificación temática: | Materias > Educación |
| Divisiones: | Universidad Internacional Iberoamericana México > Investigación > Tesis Doctorales |
| Depositado: | 19 Sep 2023 23:30 |
| Ultima Modificación: | 19 Sep 2023 23:30 |
| URI: | https://repositorio.unini.edu.mx/id/eprint/8870 |
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