La profesionalización de los docentes en los procesos de acreditación de la Universidad Estatal Península de Santa Elena
Fecha
2012
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Universidad de Guayaquil Facultad de Filosofía, Letras y Ciencias de la Educación
Resumen
Las actuales transformaciones que se llevan a cabo en la educación en general y en la educación
superior en particular en el Ecuador, como parte de la política educativa y los resultados
alcanzados por la UPSE en las inspecciones realizadas por el antiguo CONEA Y CONESUP en el
2009, donde se obtuvo como resultado la categoría E, con 33 indicadores evaluados de
insatisfactorios en el área académica, exigen la necesidad de perfeccionar el proceso de
mejoramiento del desempeño profesional de los docentes. El proyecto responde a una de las
principales prioridades relacionadas con la formación permanente del personal docente con vistas
al desarrollo adecuado del proceso de profesionalización del claustro para alcanzar la evaluación y
acreditación de la institución. La metodología aplicada en el presente proyecto es la de proyecto
factible basado en una investigación cuali-cuantitativa, los resultados obtenidos en la investigación
de campo reflejan la necesidad de optimizar el proceso de mejoramiento profesional de los
docentes. Es en este sentido que el autor propone la creación del Centro de Capacitación
Docente- Metodológico de la UPSE. Se realiza un diagnóstico de la realidad educativa a partir de
un sistema de dimensiones e indicadores y se analizan las principales fortalezas y limitaciones
para dar solución al problema investigado. Se proponen y fundamentan las características
esenciales y requerimientos metodológicos para la implementación del Centro de Capacitación
Docente- Metodológico para la formación permanente del profesor a través de la integración de la
superación, el trabajo metodológico y la actividad científica. Se explican sus componentes y
acciones para el desarrollo de las competencias profesionales de los docentes de la Universidad
Estatal Península Santa Elena. Su constatación en un plano teórico ha permitido reconocer la
viabilidad del mismo, con vistas al mejoramiento de este personal docente, al considerar las
actuales exigencias de la Educación Superior ecuatoriana.
The current transformations taking place in education in general and particularly in higher education, as part of the educational policies of our country, and the results achieved by UPSE in the inspections made by the former CONEA and CONESUP in 2009, which placed UPSE under category “E”, with 33 indicators in the academic area assessed as unsatisfactory, demand the need to refine the improvement plan for the professional performance of teachers. This research responds to one of the main priorities in relation to the continuous training of teachers with a view to the appropriate development of the professionalization process of the teachers in order to meet the institution’s evaluation and accreditation. The methodology used in this project is that of a feasible project based on a qualitative-quantitative research, results obtained in the field research show the necessity of perfecting the process of professional improvement of the faculty. In this sense the author proposes the creation of the Methodological Training Center of UPSE. A diagnosis of the educational reality is carried out from a system of dimensions and indicators and the main strengths and limitations are analyzed in order to solve the problem. The main characteristics and requirements are proposed and founded for the implementation of the Methodological Training Center of UPSE for the continuous training of teachers through the integration of improvement, methodological work and scientific activity. Its components and actions are explained for the development of professional competencies of the teachers at PENINSULA DE SANTA ELENA State University. Verification on a theoretical level has made it possible to recognize its viability, with a view to improving the teaching staff, considering the demands of Higher Education in Ecuador.
The current transformations taking place in education in general and particularly in higher education, as part of the educational policies of our country, and the results achieved by UPSE in the inspections made by the former CONEA and CONESUP in 2009, which placed UPSE under category “E”, with 33 indicators in the academic area assessed as unsatisfactory, demand the need to refine the improvement plan for the professional performance of teachers. This research responds to one of the main priorities in relation to the continuous training of teachers with a view to the appropriate development of the professionalization process of the teachers in order to meet the institution’s evaluation and accreditation. The methodology used in this project is that of a feasible project based on a qualitative-quantitative research, results obtained in the field research show the necessity of perfecting the process of professional improvement of the faculty. In this sense the author proposes the creation of the Methodological Training Center of UPSE. A diagnosis of the educational reality is carried out from a system of dimensions and indicators and the main strengths and limitations are analyzed in order to solve the problem. The main characteristics and requirements are proposed and founded for the implementation of the Methodological Training Center of UPSE for the continuous training of teachers through the integration of improvement, methodological work and scientific activity. Its components and actions are explained for the development of professional competencies of the teachers at PENINSULA DE SANTA ELENA State University. Verification on a theoretical level has made it possible to recognize its viability, with a view to improving the teaching staff, considering the demands of Higher Education in Ecuador.
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Palabras clave
DESEMPEÑO PROFESIONAL, PROFESIONALIZACIÓN, COMPETENCIAS