Formación académica en el área de Ciencias, de los maestros de I y II ciclo y su pertinencia con los programas de estudio oficiales para la asignatura, en las escuelas del circuito 01, Dirección Regional de Pérez Zeledón
Archivos
Fecha
2014-11
Autores
Badilla Castro, Esteban
Brand Campos, Leidy
Mora Granados, Fabián
Picado Chinchilla, Pablo
Ureña Carvajal, Xédric
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Nacional (Costa Rica)
Resumen
Se exploró la formación universitaria de las y los maestros de I y II ciclo, en el área de las ciencias y la pertinencia de la misma con los programas oficiales del Ministerio de Educación Pública (MEP), tiene un enfoque mixto y es de tipo descriptivo. La literatura consultada fundamenta la importancia de la educación en Costa Rica, el sustento legal que rige la formación docente y la organización del sistema educativo, así como los antecedentes históricos de la formación universitaria docente en el país. Se examina la metodología para la enseñanza de las Ciencias en I y II ciclo y las competencias deseables en las y los estudiantes. En la recolección de los datos se utilizó el análisis documental, cuestionarios a docentes y estudiantes de ambos géneros, así como entrevista al azar a algunos de éstos últimos. La muestra de los sujetos de investigación (310 estudiantes y I IO docentes) se determinó con el software Decision Analyst STATSTM 2.0 y el subprograma Sample Size Determination; en el análisis de datos utilizó el programa Statistical Package for the Social Sciences (SPSS v. 19). Las principales conclusiones incluyen la débil fiscalización del diseño curricular en los cursos de ciencias a nivel universitario; así como el desfase temático entre los cursos universitarios y los programas oficiales del MEP. Además, el deseo de las y los maestros por capacitarse se reduce cuando deben hacerlo en tiempo libre o autofinanciándolo, no obstante las y los estudiantes tienen opiniones favorables del trabajo docente. Entre las recomendaciones principales están la creación del perfil del profesional a contratar, coordinar para aumentar el número y calidad de los cursos universitarios de la asignatura y gestionar la posibilidad de capacitación en el área, de las y los docentes en servicio.
The university training of the teachers of I and II cycle was explored, in the area of sciences and its relevance with the official programs of the Ministry of Public Education (MEP), it has a mixed approach and is descriptive. . The literature consulted supports the importance of education in Costa Rica, the legal support that governs teacher training and the organization of the educational system, as well as the historical background of university teacher training in the country. The methodology for the teaching of Sciences in I and II cycle and the desirable competences in the students are examined. Documentary analysis, questionnaires for teachers and students of both genders, as well as random interviews with some of the latter were used to collect the data. The sample of the research subjects (310 students and IO teachers) was determined with the Decision Analyst STATSTM 2.0 software and the Sample Size Determination subprogram; for data analysis, the Statistical Package for the Social Sciences (SPSS v. 19) program was used. The main conclusions include the weak supervision of curricular design in science courses at the university level; as well as the thematic gap between the university courses and the official programs of the MEP. In addition, the teachers' desire to be trained is reduced when they have to do it on their own time or self-financing it, despite the fact that the students have favorable opinions of the teaching work. Among the main recommendations are the creation of the profile of the professional to be hired, coordination to increase the number and quality of university courses in the subject, and managing the possibility of training in the area for in-service teachers.
The university training of the teachers of I and II cycle was explored, in the area of sciences and its relevance with the official programs of the Ministry of Public Education (MEP), it has a mixed approach and is descriptive. . The literature consulted supports the importance of education in Costa Rica, the legal support that governs teacher training and the organization of the educational system, as well as the historical background of university teacher training in the country. The methodology for the teaching of Sciences in I and II cycle and the desirable competences in the students are examined. Documentary analysis, questionnaires for teachers and students of both genders, as well as random interviews with some of the latter were used to collect the data. The sample of the research subjects (310 students and IO teachers) was determined with the Decision Analyst STATSTM 2.0 software and the Sample Size Determination subprogram; for data analysis, the Statistical Package for the Social Sciences (SPSS v. 19) program was used. The main conclusions include the weak supervision of curricular design in science courses at the university level; as well as the thematic gap between the university courses and the official programs of the MEP. In addition, the teachers' desire to be trained is reduced when they have to do it on their own time or self-financing it, despite the fact that the students have favorable opinions of the teaching work. Among the main recommendations are the creation of the profile of the professional to be hired, coordination to increase the number and quality of university courses in the subject, and managing the possibility of training in the area for in-service teachers.
Descripción
Badilla Castro, E. Brand Campos, L., Mora Granados, F., Picado Chinchilla, P. y Ureña Carvajal, X. (2014). Formación académica en el área de Ciencias, de los maestros de I y II ciclo y su pertinencia con los programas de estudio oficiales para la asignatura, en las escuelas del circuito 01, Dirección Regional de Pérez Zeledón. [Tesis de Licenciatura]. Universidad Nacional, Heredia, C.R.
Palabras clave
FORMACION DE DOCENTES, TEACHER TRAINING, CIENCIAS FUNDAMENTALES, FUNDAMENTAL SCIENCES, ENSEÑANZA CIENTIFICA, SCIENTIFIC TEACHING, ENSEÑANZA PRIMARIA, PEREZ ZELEDON (SAN JOSE)