Las actitudes hacia la atención educativa de la diversidad en estudiantes de primer ingreso de la Escuela de Formación Docente, Facultad de Educación, Universidad de Costa Rica
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2012
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INIE
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Esta investigación se realizó entre los años 2010 y 2011. Interesó conceptualizar el constructo atención a la diversidad escolar en la población estudiantil de primer ingreso de carrera de la Escuela de Formación Docente de la Facultad de Educación desde dos aristas
La visión del profesorado formador en relación con el constructo y que conoce las características del estudiantado de las carreras.
La medición de las actitudes presentes en el estudiantado del primer ingreso de la Escuela de Formación Docente.
La revisión teórica permitió definir que la diversidad se conceptualiza desde la diferencia humana y no se presenta únicamente en la escuela, sino en la misma cotidianidad, en las relaciones que se dan con los otros quienes, a su vez, determinan la diferencia. En esta investigación la diversidad se valora desde las diferencias humanas de orden personal, cultural y cognitiva
Con relación a los objetivos que orientan este informe de investigación se tiene que: al establecer con representantes del profesorado de la Escuela de Formación Docente un perfil de las características deseables a nivel cognitivo, emocional y conductual del grupo escolar inmerso en los contextos educativos desde su área disciplinar se concluye que:
La revisión bibliográfica permitió acercarse al objeto de estudio (la diversidad escolar) y lograr una mayor comprensión del mismo. Además, se encontraron evidencias teóricas que explican la importancia de iniciar en la formación del profesorado una revisión de las actitudes hacia la diversidad que se han construido en la experiencia de vida.
La participación de las personas entrevistadas fue comprometida. Aunque se dificultó explorar las actitudes hacia la diversidad escolar en el profesorado en formación de primer ingreso.
Con el aporte de cada una de las personas participantes se estableció un perfil compuesto por indicadores cognitivos, emocionales y conductuales del profesorado en formación. Este perfil es amplio porque se construyó con las múltiples visiones de las personas participantes de las diferentes carreras de formación docente.
ABSTRACT: This research was conducted between the years 2010 and 2011. The interest was on conceptualizing the construct of attention to diversity within the school in the first year student population of the School of Teacher Education of the Faculty of Education from two perspectives: • The vision of the teacher in relation to the construct and who knows the characteristics of the student body of the majors. • The measurement of the attitudes in the first year student of the School of Teacher Education. The review of the literature led to defining that diversity is conceptualized from the human difference, and it is not only seen in school but in everyday life in relationships with others who in turn establish the difference. In this research, diversity valued from personal, cultural and cognitive differences among humans. In relation to the objectives that guide this research report, it is said that: by establishing with representatives of the teaching staff of the School of Teacher Education a profile of desirable characteristics at a cognitive, emotional and behavioral level of the group immersed in the educational contexts from disciplines, it can be concluded that: • The literature review allowed to get closer to the object of study (school diversity) and to achieve a better understanding of it. In addition, theoretical evidence was found which explains the importance of engaging in teacher training a review of attitudes towards diversity that have been crafted from personal experience. • Interviewees were committed participants; although it was difficult to explore attitudes towards diversity in school on the first year education majors. • With the contribution of one of the participants, a profile was established which was composed of cognitive, emotional and behavioral indicators of the teacher in training. This profile is broad because it encompasses multiple perspectives of the participants from different majors related to teacher education.
ABSTRACT: This research was conducted between the years 2010 and 2011. The interest was on conceptualizing the construct of attention to diversity within the school in the first year student population of the School of Teacher Education of the Faculty of Education from two perspectives: • The vision of the teacher in relation to the construct and who knows the characteristics of the student body of the majors. • The measurement of the attitudes in the first year student of the School of Teacher Education. The review of the literature led to defining that diversity is conceptualized from the human difference, and it is not only seen in school but in everyday life in relationships with others who in turn establish the difference. In this research, diversity valued from personal, cultural and cognitive differences among humans. In relation to the objectives that guide this research report, it is said that: by establishing with representatives of the teaching staff of the School of Teacher Education a profile of desirable characteristics at a cognitive, emotional and behavioral level of the group immersed in the educational contexts from disciplines, it can be concluded that: • The literature review allowed to get closer to the object of study (school diversity) and to achieve a better understanding of it. In addition, theoretical evidence was found which explains the importance of engaging in teacher training a review of attitudes towards diversity that have been crafted from personal experience. • Interviewees were committed participants; although it was difficult to explore attitudes towards diversity in school on the first year education majors. • With the contribution of one of the participants, a profile was established which was composed of cognitive, emotional and behavioral indicators of the teacher in training. This profile is broad because it encompasses multiple perspectives of the participants from different majors related to teacher education.
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FORMACIÓN DE DOCENTES, ACTITUDES, EDUCACIÓN, TEACHER TRAINING, SCHOOL DIVERSITY, EDUCATION